<?xml version="1.0" encoding="UTF-8"?><xml><records><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%">Maria José Sá</style></author><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">C. Azevedo</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%">Linking socioeconomic and educational dimensions in higher education: Students' perspectives on institutional support</style></title><secondary-title><style face="normal" font="default" size="100%">EDULEARN25 - 17th International Conference on Education and New Learning Technologies</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/publications/EDULEARN25</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IATED</style></publisher><pub-location><style face="normal" font="default" size="100%">Palma, Spain</style></pub-location><pages><style face="normal" font="default" size="100%">3518-3522</style></pages><isbn><style face="normal" font="default" size="100%">978-84-09-74218-9</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%">Arménio Rego</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">Dustin Bluhm</style></author><author><style face="normal" font="default" size="100%">Dálcio Reis Junior</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Leader-Expressed Humility Predicting Team Psychological Safety: A Personality Dynamics Lens</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Business Ethics</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%">174</style></volume><pages><style face="normal" font="default" size="100%">669–686</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>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">Cristina Sin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The last decade of international student enrolments in Portugal: A mapping of who, where and what</style></title><secondary-title><style face="normal" font="default" size="100%">13th annual International Conference of Education, Research and Innovation</style></secondary-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%">http://dx.doi.org/10.21125/iceri.2020.2014</style></url></web-urls></urls><pages><style face="normal" font="default" size="100%">9053-9061</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>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Carina Jordão</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Zélia Breda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Learning organisations: A case study of changes in gender equality in decision-making bodies</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%">Decision-making bodies</style></keyword><keyword><style  face="normal" font="default" size="100%">gender equality</style></keyword><keyword><style  face="normal" font="default" size="100%">gender-equality plan</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher Education Institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</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/CARVALHO2020LEA</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;Despite the general legal and social environments in Europe and in Portugal being positive to the institutionalisation of equal opportunities in Higher Education Institutions (HEI), gender inequality seems to persist in stereotyped perceptions embedded within organisational cultures. The European Union (EU) has been developing several programmes to fund the promotion of Gender Equality Plans (GEP) in HEIs in the European context (European Commission, 2016; 2019).&lt;br /&gt;
It is encouraging to find that in some specific cases the implementation of these progresses has positive results (ERAC 2018). This is the case of the institution studied here, which committed to equality beyond rhetoric. The paper reports on a case study of best practices in promoting gender equality in decision-making bodies at the middle-management level in the University of Aveiro, in Portugal. Based on an international H2020 funded research project, the University of Aveiro has implemented GEPs resulting in an increase in the number of women in decision-making bodies. This paper seeks to explain the process of cultural change in general as well as in the rector team’s attitudes, in particular, to promote progress in pursuit of gender equality in decision-making bodies.&lt;br /&gt;
When the project started, women constitute only 5% of members in these middle management bodies (i.e. Deans of both university departments and polytechnic schools). One year after the implementation of the project, this percentage increased to 20%. The paper details the several steps taken to reach this result. First, the problem was identified based on a quantitative analysis of the gender composition of decision-making bodies at UA; then, the process through which members access these bodies was also analysed. In a second stage of the project, the rector was informed and instigated to be more proactive in increase women representativeness in the following elections. Without changing the regulations, it was possible to develop informal strategies. These related with the identification of women with competencies to perform the job and with personal empowerment for them to propose themselves to the election.&lt;br /&gt;
Although progresses have been made, it is important to acknowledge that these initiatives are not enough to promote structural changes and more needs to be done to accelerate the pace of progress as well as to change institutional practices and individual mentalities.&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%">S Diogo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Looking back in anger? Putting in perspective the implementation of the Bologna process in Finnish and Portuguese higher education systems</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Cultural and Political Sociology.</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2020</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">7</style></volume><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>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Pedro Videira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Losing autonomy? Restructuring higher education institutions governance and relations between teaching and non-teaching staff</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 staff</style></keyword><keyword><style  face="normal" font="default" size="100%">Autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">professionalism</style></keyword><keyword><style  face="normal" font="default" size="100%">staff</style></keyword><keyword><style  face="normal" font="default" size="100%">university governance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.tandfonline.com/doi/full/10.1080/03075079.2017.1401059</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><pages><style face="normal" font="default" size="100%">762-773</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 in Portugal, as in many developed countries, have undergone deep transformations affecting their organisational structures and professionals. These reforms framed by new public management are said to induce changes in the traditional jurisdictional field of the academic profession with the administrative power being transferred to non-teaching staff. The aim of this paper is to contribute to this discussion by analysing the extent to which the academics jurisdictional field has changed and power relations were redefined. Resorting to empirical data obtained through an extensive online survey we analyse professionals’ perceptions on changes in institutional governance and on their professional autonomy and the way this may translate a reconfiguration of power between these professional groups. The empirical findings suggest that professionals perceive changes as affecting negatively their participation in institutions’ decision-making processes but this is not automatically translated in a perceived loss of professional autonomy.&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%">Pat O’Connor</style></author><author><style face="normal" font="default" size="100%">Patricia Y Martin</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Clare O’ Hagan</style></author><author><style face="normal" font="default" size="100%">Liria Veronesi and Ornella Mich</style></author><author><style face="normal" font="default" size="100%">Gulsun Saglamer</style></author><author><style face="normal" font="default" size="100%">Mine G Tan</style></author><author><style face="normal" font="default" size="100%">Hulya Caglayan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Leadership practices by senior position holders in Higher Educational Research Institutes: Stealth power in action?</style></title><secondary-title><style face="normal" font="default" size="100%">Leadership</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">agenda control</style></keyword><keyword><style  face="normal" font="default" size="100%">centralised power</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher Education Research Institutes</style></keyword><keyword><style  face="normal" font="default" size="100%">in-group loyalty</style></keyword><keyword><style  face="normal" font="default" size="100%">interviews</style></keyword><keyword><style  face="normal" font="default" size="100%">invisibility of gendered power</style></keyword><keyword><style  face="normal" font="default" size="100%">Leadership practices</style></keyword><keyword><style  face="normal" font="default" size="100%">rhetorical collegiality</style></keyword><keyword><style  face="normal" font="default" size="100%">senior position holders</style></keyword><keyword><style  face="normal" font="default" size="100%">stealth power</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.sagepub.com/doi/10.1177/1742715019853200</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">0(0)</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Using the concept of stealth power and a critical realist perspective, this article identifies leadership&lt;br /&gt;
practices that obscure the centralisation of power, drawing on data from interviews with&lt;br /&gt;
25 academic decision-makers in formal leadership positions in HERIs in Ireland, Italy and Turkey.&lt;br /&gt;
Its key contribution is the innovative operationalisation of stealth power and the inductive identification&lt;br /&gt;
of four practices which obscure that centralised power, i.e. rhetorical collegiality, agenda&lt;br /&gt;
control, in-group loyalty and (at a deeper level) the invisibility of gendered power. The purpose of&lt;br /&gt;
the article is emancipatory: by creating an awareness of these leadership practices, it challenges&lt;br /&gt;
their persistence.&lt;/p&gt;
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