<style face="normal" font="default" size="100%">The crisis of the university: From social institution to social organization</style>

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<style face="normal" font="default" size="100%">The crisis of the university: From social institution to social organization</style>

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<style face="normal" font="default" size="100%">The new syndemic of obesity and COVID-19 in urban areas</style>

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<style face="normal" font="default" size="100%">The effects of the COVID-19 pandemic on higher education governance in Europe</style>

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<style face="normal" font="default" size="100%">Tenured positions in Portugal–what they mean and who holds them</style>

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<style face="normal" font="default" size="100%">The CHANGE Project Contribution to Improve Women Representation in Decision-Making Positions in Higher Education and Research Institutions</style>

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<style face="normal" font="default" size="100%">Three reasons why parental burnout is more prevalent in individualistic countries: A 36-country study</style>

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<style face="normal" font="default" size="100%">The transformation of doctoral education: a systematic literature review</style>

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<style face="normal" font="default" size="100%">Tales of Doctoral Students: Motivations and Expectations on the Route to the Unknown</style>

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<style face="normal" font="default" size="100%">Trust in higher education management and organizational culture</style>

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<style face="normal" font="default" size="100%">Time and academic multitasking–Unbounded relation between professional and personal time</style>

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<style face="normal" font="default" size="100%">The Office is Not Enough: Women’s Representation in High Profile Offices</style>

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<style face="normal" font="default" size="100%">The environment contribution to gender differences in childhood obesity and organized sports engagement</style>

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<style face="normal" font="default" size="100%">The role of urban design in childhood obesity: A case study in Lisbon, Portugal</style>

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<style face="normal" font="default" size="100%">Transversal competences</style>

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<style face="normal" font="default" size="100%">Transversal competences: Their importance and learning processes by higher education students</style>

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<style face="normal" font="default" size="100%">Teaching psychology or teaching education? The hidden truth behind learning outcomes</style>

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<style face="normal" font="default" size="100%">Training accounting students to act ethically: The balance between academic knowledge and soft skills</style>

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<style face="normal" font="default" size="100%">Toward an informed-patient approach to e-health services</style>

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<style face="normal" font="default" size="100%">Testing a methodologic approach to territory categorization using census data</style>

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<style face="normal" font="default" size="100%">Team psychological safety predicting team creativity: A conditional indirect effect model</style>

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<style face="normal" font="default" size="100%">Towards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer</style>

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<style face="normal" font="default" size="100%">Translating critical thinking skills to higher education practices</style>

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<style face="normal" font="default" size="100%">Transforming Professional Bureaucracies In Hospitals And Higher Education Institutions</style>

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<style face="normal" font="default" size="100%">Transforming professional bureaucracies in hospitals and higher education institutions</style>

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<style face="normal" font="default" size="100%">Transfer investment on education on a free cost basis: Some evidence from Portugal, Spain, Greece and Italy</style>

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<style face="normal" font="default" size="100%">Transferência de investimento na educação com base no custo livre: Alguns dados de Portugal, Espanha, Grécia e Itália</style>

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<style face="normal" font="default" size="100%">The therapeutic effects of apigenin and dexamethasone on 5-fluorouracil-induced oral mucositis - A pilot study using a Syrian hamster model</style>

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<style face="normal" font="default" size="100%">Two continents divided by the same trends? Reflections about marketization, competition, and inequality in European higher education</style>

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<style face="normal" font="default" size="100%">Transformar a ‘Gata-Borralheira’ em Cinderela: O desafio da supervisão dos estágios curriculares</style>

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<style face="normal" font="default" size="100%">Toward an informed-patient approach to E-Health services</style>

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<style face="normal" font="default" size="100%">Teaching and learning: A journey from the nargins to the core in European higher education policy</style>

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<style face="normal" font="default" size="100%">Thyroid papillary microcarcinoma: An incidental finding in a patient with coronoid hyperplasia</style>

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<style face="normal" font="default" size="100%">Transition to higher education: The role of initiation practices</style>

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<style face="normal" font="default" size="100%">To practice or not to practice? Designing higher education curriculum to boost employability</style>

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<style face="normal" font="default" size="100%">Teste de compreensão de textos na modalidade de leitura – Narrativo. Manual técnico.</style>

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<style face="normal" font="default" size="100%">Teste de compreensão de textos na modalidade de leitura – Informativo. Manual técnico.</style>

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<style face="normal" font="default" size="100%">Teaching and research: Perspectives from Portugal</style>

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<style face="normal" font="default" size="100%">Teste de compreensão de textos na modalidade oral – Narrativo. Manual técnico.</style>

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<style face="normal" font="default" size="100%"> Teste de compreensão de textos na modalidade oral – Informativo. Manual técnico</style>

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<style face="normal" font="default" size="100%">Teste de leitura de palavras. Manual técnico.</style>

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<style face="normal" font="default" size="100%">Top university managers and affirmative action</style>

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<style face="normal" font="default" size="100%">Tornar-se jovem ou estudante: Um desafio desenvolvimental [Becoming young or a student: A developmental challenge]</style>

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<style face="normal" font="default" size="100%">TCTML-i-2: Teste de compreensão de textos na modalidade de leitura - Informativo 2.º ano</style>

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<style face="normal" font="default" size="100%">TCTML-n-4: Teste de compreensão de textos na modalidade de leitura - Narrativo 4.º ano</style>

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<style face="normal" font="default" size="100%">The triple helix model as inspiration for local development policies: An experience-based perspective</style>

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<style face="normal" font="default" size="100%">Tendências recentes no ensino superior português</style>

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<style face="normal" font="default" size="100%">TCTMO-n-2: Teste de compreensão de textos na modalidade oral - Narrativo 2.° ano</style>

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<style face="normal" font="default" size="100%">TLP-4: Teste de leitura de palavras 4.° ano</style>

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<style face="normal" font="default" size="100%">TLP-3: Teste de leitura de palavras 3.° ano</style>

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<style face="normal" font="default" size="100%">TLP-2: Teste de leitura de palavras 2.° ano</style>

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<style face="normal" font="default" size="100%">TLP-1: Teste de leitura de palavras 1.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-n-4: Teste de compreensão de textos na modalidade oral - Narrativo 4.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-n-3: Teste de compreensão de textos na modalidade oral - Narrativo 3.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-n-1: Teste de compreensão de textos na modalidade oral - Narrativo 1.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-i-4: Teste de compreensão de textos na modalidade oral - Informativo 4.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-i-2: Teste de compreensão de textos na modalidade oral - Informativo 2.° ano</style>

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<style face="normal" font="default" size="100%">TCTMO-i-1: Teste de compreensão de textos na modalidade oral - Informativo 1.° ano</style>

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<style face="normal" font="default" size="100%">TCTML-n-3: Teste de compreensão de textos na modalidade de leitura - Narrativo 3.° ano</style>

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<style face="normal" font="default" size="100%">TCTML-n-2: Teste de compreensão de textos na modalidade de leitura - Narrativo 2.° ano</style>

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<style face="normal" font="default" size="100%">TCTML-i-4: Teste de compreensão de textos na modalidade de leitura - Informativo 4.° ano</style>

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<style face="normal" font="default" size="100%">TCTML-i-3: Teste de compreensão de textos na modalidade de leitura - Informativo 3º ano</style>

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<style face="normal" font="default" size="100%">The tortuous ways of the market: Looking at the European integration of higher education from an economic perspective</style>

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<style face="normal" font="default" size="100%">TCTMO-i-3: Teste de compreensão de textos na modalidade oral - Informativo 3.º ano</style>

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<style face="normal" font="default" size="100%">The Triple Helix Model as an instrument of local response to the economic crisis</style>

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<style face="normal" font="default" size="100%">Is there a bridge between quality and quality assurance?</style>

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<style face="normal" font="default" size="100%">Trans-national accountability initiatives: The case of the EUA audits</style>

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<style face="normal" font="default" size="100%">Teste de Compreensão Leitora (TCL): Análise dos itens e construção de versões por ano de escolaridade</style>

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<style face="normal" font="default" size="100%">Tendências recentes dos sistemas de avaliação do ensino superior na Europa</style>

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<style face="normal" font="default" size="100%">Towards a conceptual model for assessing the quality of public services</style>

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<style face="normal" font="default" size="100%">The Triple Helix Model as inspiration of local development policies: An experience-based perspective</style>

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<style face="normal" font="default" size="100%">Theodore William Schultz</style>

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<style face="normal" font="default" size="100%">Transforming higher education</style>

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<style face="normal" font="default" size="100%">Times, measures and the man: The future of british higher education treated historically and comparatively</style>

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<style face="normal" font="default" size="100%">On time and fragmentation: Sundry observations on research, the university and politics from a waveringly historical perspective</style>

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<style face="normal" font="default" size="100%">Is there a higher education market in Portugal?</style>

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<style face="normal" font="default" size="100%">The triple crisis of the university and its reinvention</style>

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<style face="normal" font="default" size="100%">Teacher education and European Community policy</style>

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<style face="normal" font="default" size="100%">Thermochemistry and theoretical studies of nickel(II) complexes of pyridine and halides</style>

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<style face="normal" font="default" size="100%">Teoria dos Grupos em Mecânica Quântica </style>