<?xml version="1.0" encoding="UTF-8"?><xml><records><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%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students as Consumers in Marketised Higher Education Systems: An Exploration of Discourse and Practice [forthcoming on Routledge]</style></title><secondary-title><style face="normal" font="default" size="100%">Research into Higher Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year></dates><publisher><style face="normal" font="default" size="100%">Routledge (Co-published with the Society for Research into Higher Education)</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%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students as (More Than) Consumers? An Exploration of Undergraduates' Discourses and Practices in Marketised Higher Education</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education Quarterly</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">79</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;‘Students as consumers’ has become the dominant discourse applied to English undergraduate students in the United Kingdom. This construction by policymakers is linked to the marketisation of higher education and the increased financial contribution of English students towards their studies. However, the construction of students as consumers, from their perspectives, has received little empirical attention. Drawing on in-depth qualitative interviews with English undergraduates in England and Scotland, this article argues that while policymakers construct students as consumers, students do not enact this uniformly. The degrees to which their discourses and practices present aspects of consumerism, instrumentality and passivity vary considerably and are enacted in different combinations according to the number of contact hours on a course, and socio-economic and education backgrounds. This article provides a comprehensive picture of students in a marketised system and shows how ‘students as consumers’ impacts students' discourses and practices, informing higher education management and policymakers about its potential consequences.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Research Article</style></work-type></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%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students as (More Than) Consumers? An Exploration of Undergraduates' Discourses and Practices in Marketised Higher Education</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education Quarterly</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">79</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;‘Students as consumers’ has become the dominant discourse applied to English undergraduate students in the United Kingdom. This construction by policymakers is linked to the marketisation of higher education and the increased financial contribution of English students towards their studies. However, the construction of students as consumers, from their perspectives, has received little empirical attention. Drawing on in-depth qualitative interviews with English undergraduates in England and Scotland, this article argues that while policymakers construct students as consumers, students do not enact this uniformly. The degrees to which their discourses and practices present aspects of consumerism, instrumentality and passivity vary considerably and are enacted in different combinations according to the number of contact hours on a course, and socio-economic and education backgrounds. This article provides a comprehensive picture of students in a marketised system and shows how ‘students as consumers’ impacts students' discourses and practices, informing higher education management and policymakers about its potential consequences.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Research Article</style></work-type></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%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students in the global higher education market: identities, pathways, and political agency</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education</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://link.springer.com/article/10.1007/s10734-024-01294-y</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>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Monteiro</style></author><author><style face="normal" font="default" size="100%">Cristina Pereira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Student (formative) evaluations of teaching: Innovating to promote de facto improvements in teaching and learning in higher education</style></title><secondary-title><style face="normal" font="default" size="100%">EDULEARN 24 - 16th International Conference on Education and New Learning Technologies</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Continuous course improvement</style></keyword><keyword><style  face="normal" font="default" size="100%">Formative evaluation of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Quality in higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">Student evaluations of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching and learning</style></keyword></keywords><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/MONTEIRO2024STU</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">International Academy of Technology, Education and Development (IATED)</style></publisher><pub-location><style face="normal" font="default" size="100%">Valencia, Spain</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;Student evaluations of teaching (SET), while a sensitive issue [1-2], have owned their right in Higher Education (HE). Quality of education is no longer an exclusive matter of educational authorities and professional managers [3], with focus shifting to the student, what is learned and what works in teaching and learning. In this regard, learning outcomes lay at the heart of quality evaluations and student feedback has been establishing as a central source of information [4-5].&lt;/span&gt;&lt;br /&gt;
&lt;br /&gt;
&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;SET commonly take the form of Likert type anonymous questionnaires, that students reply to at the end of a curricular unit [2]. While these provide valuable information on teaching and learning, they lack the formative input that could clarify students' responses and address areas for improvement. Open ended questions may tackle these aspects, but challenges remain, leaving the teacher with little to no information about the reasons behind students’ perspectives and how to address them [2]. On the other hand, actions taken seldom improve the experience in real time, benefiting only prospective students. Caution is also necessary to avoid conflating quality with student satisfaction.&lt;/span&gt;&lt;br /&gt;
&lt;br /&gt;
&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;This paper discusses methodologies to innovate SET, with the aim to contribute to a “thinking together culture” around quality teaching [2]. Based on a literature review and anecdotal evidence, a design for a methodology to collect students feedback for formative purposes, using a digital mural to facilitate discussions, is proposed, as well as a design for a pilot study. The study aims to evaluate the methodology’s potential to include student centered concerns in evaluations of teaching and learning that lead to de facto actions for improvement.&lt;/span&gt;&lt;br /&gt;
&lt;br /&gt;
&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;Taking advantage of the possibility to collect anonimous feedback that is shared, in real time, before an entire class, this methodology is expected to motivate students to express opinions and debate them with teachers. It aims to provide timely and significative qualitative feedback, allowing students and teachers to collaborate in finding pathways for improvements, on an ongoing basis. Continuous SET is expected to contribute to improve teaching practices in a timely fashion, reaching students where and when they need them.&lt;/span&gt;&lt;br /&gt;
&lt;br /&gt;
&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;The introduction of the paper briefly presents the topic and the relevance of developing knowledge on SET. The theoretical background presents a literature review, debating main concepts and identifying knowledge gaps. The methodology presents the approach to SET proposed and describes the design of the study. The paper ends with a reflection on expected contributions to de facto improvements of teaching and learning.&lt;/span&gt;&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%">Pinheiro, S.</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Menezes, I.</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%">Sustainability concerns of Portuguese higher education institutions: How are they planning to contribute to a more sustainable world</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Social Studies Education Research</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">179-203</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>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pedro Luís Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Specialists or All-Rounders: How Best to Select University Students?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Capital</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/10.1086/728086</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;This paper studies whether universities should select their students only using specialised subject-specific tests or based on a broader set of skills and knowledge. Theoretically, I show that even if broader skills are not improving graduates' outcomes in the labour market, the university optimally chooses to use them as a criterion for selection alongside the mastery of more subject-specific tools. Empirically, I exploit the variation between subject-specific and non-specific entrance exam sets on Portuguese students' large administrative dataset. My central finding is that universities with less specialised admission policies admit a pool of students who obtain a higher final GPA.&lt;br /&gt;
&amp;nbsp;&lt;/p&gt;
</style></abstract></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%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students as (more than) consumers? A Bourdieusian exploration of English undergraduates’  identities</style></title><secondary-title><style face="normal" font="default" size="100%">13th International EUREDOCS Conference</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%">06/2024</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Lausanne, Switzerland</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%">Rosemary Deem</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%">Some reflections on the current roles and interventions of external governing board stakeholders in Portugal and the UK in a new managerialist context</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%">401-416</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%">Maria José Sá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Student academic and social engagement in the life of the academy – A lever for retention and persistence in higher education</style></title><secondary-title><style face="normal" font="default" size="100%">Education Sciences</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year></dates><volume><style face="normal" font="default" size="100%">13</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">3</style></issue><section><style face="normal" font="default" size="100%">269</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%">E. Adoth</style></author><author><style face="normal" font="default" size="100%">A. Akhmedova</style></author><author><style face="normal" font="default" size="100%">H. Alvelos</style></author><author><style face="normal" font="default" size="100%">S. Barbosa-Pereira</style></author><author><style face="normal" font="default" size="100%">J. Berbegal-Mirabent</style></author><author><style face="normal" font="default" size="100%">S. Cardoso</style></author><author><style face="normal" font="default" size="100%">P. Domingues</style></author><author><style face="normal" font="default" size="100%">F. Franceschini</style></author><author><style face="normal" font="default" size="100%">D. Gil-Doménech</style></author><author><style face="normal" font="default" size="100%">R. Machado</style></author><author><style face="normal" font="default" size="100%">D. A. Maisano</style></author><author><style face="normal" font="default" size="100%">F. Marimon</style></author><author><style face="normal" font="default" size="100%">M. Mas-Machuca</style></author><author><style face="normal" font="default" size="100%">L. Mastrogiacomo</style></author><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">V. Miguéis</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">P. Sampaio</style></author><author><style face="normal" font="default" size="100%">D. Torrents</style></author><author><style face="normal" font="default" size="100%">A. R. Xambre</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SMART-QUAL: A Dashboard for Quality Measurement in Higher Education Institutions</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Quality &amp; Reliability Management</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><volume><style face="normal" font="default" size="100%">40</style></volume><pages><style face="normal" font="default" size="100%">1518-1539</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><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>32</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">C. Azevedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students as (More Than) Consumers? A Bourdieusian Exploration of English  Undergraduates’ Discourses on and Practices in Higher Education</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/2022</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">The Open University</style></publisher><pub-location><style face="normal" font="default" size="100%">Milton Keynes, United Kingdom</style></pub-location><volume><style face="normal" font="default" size="100%">Doctoral Degree</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p class=&quot;rtejustify&quot;&gt;‘Students as consumers’ has become the dominant discourse applied to English undergraduate students in the UK. The production and reproduction of this construction by both the UK policymakers and the academic literature is significantly connected to two main developments: the marketisation of higher education (HE) and the increased financial contribution of English students towards their studies in the UK. Nonetheless, there is still a lack of empirical studies incorporating English undergraduate students’ perspectives. Therefore, this study aims to explore English undergraduates’ discourses on and practices in a neoliberalised higher education system, specifically, how, or if, they enact the dominant construction of students as consumers of HE. The three main objectives are: (1) to examine how, if at all, the socioeconomic and educational backgrounds of English undergraduates shape their understandings of HE; (2) to explore how students construct their experiences and struggles within the field of HE, particularly how they conceptualise their positions and dispositions in relation to it; and (3) to appreciate how English undergraduates’ aspirations and expectations for the future, specifically regarding employability, relate to their discourses on and practices in HE. The study involves 37 in-depth, semi-structured qualitative interviews with existing and soon-to-be English undergraduates at different types of universities in England and Scotland. The data was analysed using thematic analysis and drawing on a theoretical model based on Bourdieusian theory complemented by a poststructuralist concept of identity, in which one helps to illuminate the other, enriching the understanding of the interrelationship between individuals and social structure(s) and contributing to extending Bourdieusian literature. The analysis of the findings informs several original contributions regarding English undergraduates’ discourses and practices. Importantly, it shows that, among other aspects, their socioeconomic and educational backgrounds considerably impact the ways in which they enact consumerist discourses on and practices in HE. In this way, this study provides a more nuanced and heterogeneous construction of contemporary English undergraduate students’ identities.&lt;/p&gt;
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Becoming a successful student in a fast-changing higher education environment</style></title><secondary-title><style face="normal" font="default" size="100%">European Journal of Higher Education </style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><pages><style face="normal" font="default" size="100%">1-16</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%">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%">Some issues on the funding of the scientific publication in Open Access</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%">2020</style></year></dates><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">77-85</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>17</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%">Nunes, Luis Catela</style></author><author><style face="normal" font="default" size="100%">Seabra, Carmo</style></author><author><style face="normal" font="default" size="100%">Balcao Reis, Ana</style></author><author><style face="normal" font="default" size="100%">Alves, Miguel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Student selection and performance in higher education: admission exams vs. high school scores</style></title><secondary-title><style face="normal" font="default" size="100%">Education Economics</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Higher education &amp; Previous achievement &amp; National exams &amp; Teacher scores</style></keyword></keywords><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://www.tandfonline.com/doi/abs/10.1080/09645292.2020.1782846</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><pages><style face="normal" font="default" size="100%">437–454</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;In many countries, students are selected into higher education institutions based on their achievement at high school, measured by scores given by their teachers and obtained on final national exams. This paper compares these two measures in terms of their ability to predict students' success in higher education. Accounting for sample selection problems, we find that the high school score is a stronger predictor of students' performance at university. However, the score obtained in the mathematics national exam still adds information. We conclude that both measures are complementary, a result that is relevant for university recruitment and selection policies.&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%">Pedro Luís Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Specialists or All-rounders: How best to select university students?</style></title><secondary-title><style face="normal" font="default" size="100%">Available at SSRN 3757434</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">University Choice &amp; Admission Tests &amp; Job Market &amp; General Skills.</style></keyword></keywords><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;This paper studies whether universities should select their students only using specialised subject-specific tests, or on the basis of a broader set of skills and knowledge. The empirical analysis is guided by a theoretical framework. The theoretical model shows that even if broader skills are not improving graduates’ outcomes in the labour market, the university chooses to use them as a criterion for selection alongside the mastery of more subject-specific tools. This is so because broader skills allow the university to select candidates who are on average abler. I test the model on a large administrative dataset of Portuguese students. Within programmes, I exploit the variation between specific and non-specific entrance exam sets. My central finding is that, on average, universities with less specialised admission policies admit a pool of students who obtain a higher final GPA.&lt;/p&gt;
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Pekkola, J. Kivistö, V. Kohtamäki, Y. Cai, A. Lyytinen</style></edition><publisher><style face="normal" font="default" size="100%">Tampere University Press</style></publisher><pub-location><style face="normal" font="default" size="100%">Tampere, Finland</style></pub-location><pages><style face="normal" font="default" size="100%">121-150</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%">Jorge Silvério</style></author><author><style face="normal" font="default" size="100%">D. Dias</style></author><author><style face="normal" font="default" size="100%">Jorge Cobra</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Sistemas de Gestão de Qualidade na Administração Pública</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2018</style></year></dates><publisher><style face="normal" font="default" size="100%">Diário de Bordo</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%">S. Cardoso</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Pedro Videira</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">S.  Dent</style></author><author><style face="normal" font="default" size="100%">L. Lane</style></author><author><style face="normal" font="default" size="100%">T. Strike</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Student participation in quality assurance: A partnership?</style></title><secondary-title><style face="normal" font="default" size="100%">Collaboration, communities and competition</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1007%2F978-94-6351-122-3_8</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Sense Publishers</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><pages><style face="normal" font="default" size="100%">125–142</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>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">S. Cardoso</style></author><author><style face="normal" font="default" size="100%">Orlanda Tavares</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Students' drop out, higher education</style></title><secondary-title><style face="normal" font="default" size="100%">Encyclopedia of international higher education systems and institutions</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1007%2F978-94-017-9553-1_432-1</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Springer Netherlands</style></publisher><pages><style face="normal" font="default" size="100%">1–3</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>5</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%">The study of Academic profession – contributions from and to the Sociology of Professions.</style></title><secondary-title><style face="normal" font="default" size="100%">Theory and Method in Higher Education Research.</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><publisher><style face="normal" font="default" size="100%">Emerald</style></publisher><pub-location><style face="normal" font="default" size="100%">Bingley</style></pub-location><volume><style face="normal" font="default" size="100%">3</style></volume><pages><style face="normal" font="default" size="100%">59-76</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">The study of Academic profession – contributions from and to the Sociology of Professions. </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%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">V. Rocha</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%">Should we start worrying? Mass higher education, skill demand and the increasingly complex landscape of young graduates' employment</style></title><secondary-title><style face="normal" font="default" size="100%">Studies in Higher Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">aug</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.tandfonline.com/doi/full/10.1080/03075079.2015.1101754</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">8</style></number><publisher><style face="normal" font="default" size="100%">Routledge</style></publisher><volume><style face="normal" font="default" size="100%">42</style></volume><pages><style face="normal" font="default" size="100%">1401–1420</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Recent decades have seen a massive expansion in higher education (HE), fuelled by high expectations about its private benefits. This has raised concerns about the impact on the employability of recent graduates and the potential mismatches between their skills and the competences required by the job structure. Equally, it could set the ground for a possible transformation of demand for graduate skills and the emergence of new employment profiles. In this article, data for Portugal for the period 2000–2010 were used to look at compositional changes in graduate employment and the incidence of three potential problems in graduates' transition to the labour market: overeducation, overskilling and education–job mismatches. The implications of growing demand heterogeneity on increasing inequality in graduate labour markets and on the expectations supporting mass HE in a country that rapidly expanded access to tertiary education as a strategy to converge with the productivity levels of other more developed econo...&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>32</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria José Sá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Sucesso académico. Uma análise multidimensional da experiência dos estudantes do ensino superior [Academic success. A multidimensional analysis of higher education students’ experience]</style></title><secondary-title><style face="normal" font="default" size="100%"> Departamento de Ciências Sociais, Políticas e do Território</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><publisher><style face="normal" font="default" size="100%">Universidade de Aveiro</style></publisher><pub-location><style face="normal" font="default" size="100%">Aveiro</style></pub-location><volume><style face="normal" font="default" size="100%">Ph.D</style></volume><pages><style face="normal" font="default" size="100%">554</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%">Cláudia Sarrico</style></author><author><style face="normal" font="default" size="100%">A. Mcqueen</style></author><author><style face="normal" font="default" size="100%">S. Samuelson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">State of higher education 2015-16</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year></dates><publisher><style face="normal" font="default" size="100%">OECD Higher Education Programme (IMHE)</style></publisher><pub-location><style face="normal" font="default" size="100%">Paris</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%">A. Amaral</style></author><author><style face="normal" font="default" size="100%">Orlanda Tavares</style></author><author><style face="normal" font="default" size="100%">S. Cardoso</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%">Shifting institutional boundaries through cross-border higher education</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Studies in International Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">48-60</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%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Cláudia Sarrico</style></author><author><style face="normal" font="default" size="100%">Isabel Machado</style></author><author><style face="normal" font="default" size="100%">Catarina Costa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">On the structure of the European standards and guidelines for internal quality assurance: Reflections emerging from their implementation in Portugal</style></title><secondary-title><style face="normal" font="default" size="100%">Positioning higher education institutions: From here to there</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><pages><style face="normal" font="default" size="100%">63-83</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%">Cláudia Sarrico</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Paulo Sampaio, Maria Sameiro Carvalho and</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Supply chain quality management in education</style></title><secondary-title><style face="normal" font="default" size="100%">Int J Qual {&amp;} Reliability Mgmt</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">apr</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.1108/ijqrm-11-2014-0181</style></url></web-urls></urls><number><style face="normal" font="default" size="100%">4</style></number><publisher><style face="normal" font="default" size="100%">Emerald</style></publisher><volume><style face="normal" font="default" size="100%">33</style></volume><pages><style face="normal" font="default" size="100%">499–517</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%">Cristina Sin</style></author><author><style face="normal" font="default" size="100%">Orlanda Tavares</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%">Student perceptions of the employability of the first degree in Portugal</style></title><secondary-title><style face="normal" font="default" size="100%">Education and Training</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><number><style face="normal" font="default" size="100%">9</style></number><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">966-983</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%">Marcelo Bizerril</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Júlio Pedrosa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A sustentabilidade socioambiental no ensino superior: um tema integrador para os países de língua portuguesa?</style></title><secondary-title><style face="normal" font="default" size="100%">Revista Forges – Fórum de Gestão do Ensino Superior nos Países e Regiões de Língua Portuguesa</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2015-09-01</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.revistaforges.pt/index.php/revista/article/view/19</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">99–115</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Neste início de século vem se construindo um consenso de que as universidades são agentes estratégicos para a promoção da sustentabilidade por diversas razões como: (1) a necessidade de reduzir o impacto ambiental decorrente de suas atividades; (2) o fato de serem instituições promotoras de inovação; (3) o seu papel formador de lideranças, professores e distintos profissionais que influenciam a sociedade; (4) e seu impacto no desenvolvimento regional sustentável. No presente artigo é defendida a ideia de que a peculiar situação da Comunidade dos Países de Língua Portuguesa (CPLP), ao buscar intencionalmente a cooperação dentre uma diversidade de contextos culturais e socioeconômicos, pode-se configurar como interessante espaço para a discussão de diversos temas emergentes da atualidade que requerem a cooperação entre países e o reconhecimento de diversos olhares, como certamente é o caso da sustentabilidade no ensino&lt;br /&gt;
superior. O texto é fundamentado na revisão da literatura internacional sobre sustentabilidade no ensino superior e na discussão dos conceitos de sustentabilidade que podem, por um lado, interessar aos Países de Língua Portuguesa (PLP) nos seus contextos regionais e, por outro, constituir um mecanismo adicional de integração dos sistemas de ensino superior destes países. Por fim, analisam-se os desafios que se colocam aos PLP nesta matéria, propondo-se a cooperação para a institucionalização da sustentabilidade no ensino superior desses países.&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>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sofia Bruckmann</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">E. Reale</style></author><author><style face="normal" font="default" size="100%">E. Primeri</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Shifting boundaries in universities’ governance models: The case of external stakeholders</style></title><secondary-title><style face="normal" font="default" size="100%">The transformation of university institutional and organizational boundaries</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bureaucracy</style></keyword><keyword><style  face="normal" font="default" size="100%">Governance</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">new public management</style></keyword><keyword><style  face="normal" font="default" size="100%">reform</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year></dates><publisher><style face="normal" font="default" size="100%">Sense Publishers</style></publisher><pub-location><style face="normal" font="default" size="100%">Rotterdam</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Higher Education reform trends hit Portugal in 2007, with law 62/2007 (RJIES) defining a new&lt;br /&gt;
institutional framework and imposing major changes to higher education institutions (HEIs). These&lt;br /&gt;
were given the chance to choose between two institutional models and required to restructure their&lt;br /&gt;
governance model. One of the visible outcomes of this reform is a blurring of boundaries between&lt;br /&gt;
HEIs and society. Academics now have to share a space that was traditional theirs with people&lt;br /&gt;
coming from outside academia.&lt;br /&gt;
The present study results from an analysis of the changes occurred in six Portuguese&lt;br /&gt;
universities after implementation of the RJIES, considering the context of broad public&lt;br /&gt;
administration reform embedded in a managerialist framework. Changes to the governance model&lt;br /&gt;
were analyzed focusing on the presence of external stakeholders in top governing bodies. The&lt;br /&gt;
perceptions of both academics and external stakeholders were analyzed in order to assess to what&lt;br /&gt;
extent the presence of external stakeholders is perceived as a necessary and effective change.&lt;br /&gt;
Furthermore, this study also intends to shed some light to the following question: how do&lt;br /&gt;
academics and external stakeholders perceive the presence of external stakeholders, at HEIs’ top&lt;br /&gt;
governing bodies?&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%">Hugo Figueiredo</style></author><author><style face="normal" font="default" size="100%">Ana Rita Biscaia</style></author><author><style face="normal" font="default" size="100%">V. Rocha</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%">Should we start worrying? 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