The implementation of sustainability practices in portuguese higher education institutions

The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained. Findings Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied. Research limitations/implications This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. Practical implications This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs. Originality/value This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.info:eu-repo/semantics/publishedVersio

It takes two to tango: Co-creation for sustainable development in the food retailing sector

Sustainable development (SD) issues are one of the top concerns of contemporary societies and whose problems are a responsibility shared by all countries, individuals, governments and businesses. The environmental impacts derived from current production and consumption habits are not sustainable for the planet and more than a quarter of these can be blamed on the food industry. If firm measures are not put into practice quickly, the future of upcoming generations will be compromised. The normalization of integrating Corporate Social Responsibility (CSR) as an embedded part of businesses’ strategy has undoubtedly help to raise awareness on the importance of SD, but companies cannot succeed alone. Consumers are also a key part on the process of achieving SD and without them, it will not be possible to accomplish the Sustainable Development Goals proposed by the United Nations. The concept of Consumer Social Responsibility (CnSR) is thus introduced not only as a way of holding consumers responsible in the battle for SD too, but also to understand the drivers of consumers when it comes to sustainable food purchasing. Finally, Co-creation is suggested as a solution to connect retailers and consumers so that, together, they can pursuit SD. As to access the research question, a qualitative study was performed with interviews including both consumers and retailers and it was concluded that there is still a lot of work that must be done by both parts.As questões relacionadas com o Desenvolvimento Sustentável (DS) são uma das maiores preocupações da sociedade contemporânea e cujos problemas são uma responsabilidade partilhada por todos os países, indivíduos, governos e empresas. Os impactos ambientais derivados dos atuais hábitos de produção e consumo não são sustentáveis para o planeta e mais de um quarto destes é causado pela indústria alimentar. Caso não sejam adotadas medidas firmes rapidamente, o futuro das gerações vindouras será comprometido. A normalização da integração da Responsabilidade Social Corporativa (RSC) como parte integrada da estratégia das empresas sem dúvida que ajudou na consciencialização para a importância do DS, mas as empresas não podem ser bem-sucedidas sozinhas. Os consumidores são um elemento chave no processo de atingir o DS e sem eles, não será possível cumprir os Objetivos do Desenvolvimento Sustentável propostos pelas Nações Unidas. O conceito de Responsabilidade Social do Consumidor é deste modo introduzido não só com uma forma de responsabilizá-los na luta pelo DS, mas também para entender as motivações dos consumidores no que toca à compra sustentável de comida. Por fim, a Co-criação é sugerida como uma solução para conectar os retalhistas e consumidores para que, juntos, possam na procura pelo DS. Para confirmar as perguntas de investigação, foi adotado um estudo qualitativo onde se realizaram entrevistas aos consumidores e retalhistas e onde se concluiu que ainda há muito trabalho para ser feito de ambas as partes

Introducing a Regulatory Policy Framework of Bait Fishing in European Coastal Lagoons: The Case of Ria de Aveiro in Portugal

The harvesting of bait through digging in coastal mudflats is practiced for recreational and commercial purposes in European coastal systems including the Ria de Aveiro coastal lagoon on the northwest Atlantic coast of Portugal. The scale of harvesting in the Ria de Aveiro has recently increased due to the current economic climate in Portugal, with targeting of the polychaete, Diopatra neapolitana species or “casulo” as it is widely known in the Aveiro region. The national authorities have attempted to control casulo digging by issuing a regulation (Ordinance) in 2014 on the maximum daily catch limit to be caught by each individual. The daily catch limit is intended to represent the Maximum Sustainable Yield (MSY) for casulo beyond which overfishing will occur. The monitoring of the regulatory measures is expected to be conducted through on-site inspections in the digging areas. However, weak law enforcement was noticed, while there is also controversy over the daily catch limit (quota) stipulated by the Ordinance. To this end, the current study attempted to assess digging activities through remote monitoring and random inspections for a better policy enforcement of the national regulation. In addition, different harvesting scenarios were employed through a simplified bioeconomic model to attribute the current and future harvesting trends of bait digging in Aveiro coastal lagoon. The study findings indicate that remote monitoring coupled with some onsite interviews could be a more effective approach for the implementation of the current bait digging policy. Further, the results point to a distinctive discrepancy between the daily catch amount (MSY) introduced by the national legislation and the study findings which should be further scrutinized. The diggers seem to have reached the sustainable harvest identified by the present research. The current economic hardship in Portugal and the low profitability in similar employment sectors will possibly attract more diggers and increase harvesting in the near future. An increased harvest would likely trigger overfishing of D. neapolitana with unknown consequences for the population of the species as well as the aquatic ecosystem. The socio-economic and environmental effects are yet to be further clarified with more detailed data and advanced modeling techniques to ensure the sustainability of the activity

Práticas sustentáveis nas instituições de ensino superior:um estudo empírico aplicado às instituições públicas portuguesas

Considerando o enquadramento teórico sobre sustentabilidade nas instituições de ensino superior (IES) (Aleixo, Leal & Azeiteiro, 2018; Lozano, Lukman, Lozano, Huisingh, Lambrechts, 2013) este trabalho analisa as práticas sustentáveis das IES públicas portuguesas. Recorrendo a quatro dimensões de desenvolvimento sustentável (DS) para as IES – ambiental, económica, social/cultural e institucional/educacional/política; Aleixo, Azeiteiro & Leal, 2016) – foi desenvolvido um questionário que permite aferir a implementação (ou não) de 77 práticas sustentáveis nas IES. O questionário foi dirigido aos reitores, presidentes, diretores de faculdades e de escolas superiores de todas as IES públicas portuguesas. Obteve-se uma amostra de 53 responsáveis de IES (4 reitores, 14 presidentes, 22 diretores de escolas superiores e 13 diretores de faculdades), correspondendo a uma taxa de resposta de 22%. Para cada uma das práticas foi solicitado ao respondente que indicasse o grau de implementação na sua IES, de acordo com as seguintes opções: (1) prática não implementada, não projetada e sem relevância; (2) prática não implementada, não projetada, mas relevante; (3) sim, existe, mas apenas em fase de projeto; (4) sim, existe, mas ainda em fase de implementação; (5) sim, existe e está totalmente implementada. A dimensão social/cultural é a que apresenta mais práticas totalmente implementadas; seguindo-se a económica. A dimensão menos desenvolvida nas IES é a ambiental (Aleixo, Azeiteiro & Leal, 2018).info:eu-repo/semantics/publishedVersio

The sustainable development in Portuguese higher education institutions: An exploratory study of students' perceptions

Purpose: This study presents a descriptive and exploratory research about the understanding of sustainable development (SD) among public higher education institutions’ students, in Portugal. It explores the student’s perspectives about SD through the analysis of their attitudes, skills and experiences on the theme. Their knowledge about sustainable development goals (SDGs), and their opinion about the importance of SD as future professionals were also under consideration. Method: The research design of the study follows a descriptive and exploratory approach with a quantitative reporting of results. It was used an on-line questionnaire, adapted from the National Union Students (2018), to obtain the data. A sample of 1257 students from the Portuguese public higher education institutions (HEIs) was obtained. Findings: Students consider that HEIs can do more in terms of education for SD namely: (i) offer free SD courses/workshops; (ii) streamline/develop actions on SD; (iii) encourage volunteer actions in the community, and (iv) promote student participation in practical on-campus actions. Students also consider that secondary education was the educational path that most encouraged to think and act in ways that help the environment and people. Most students already have heard about SDGs and know what they are, however, only a small number of students are actively involved in activities organized by their HEI. Research limitations: This research has a national scope. Social implications: This study provides valuable insights for future implementation processes supporting the integration to sustainability in HEIs. Originality/value: The study helps to better understand the students’ perceptions about SD and the role of HEIs to improve it, namely in Portugal where the studies about the theme are scarce. The results could be used by HEIs to introduce the SD topics in formal and informal education, as well as to improve it integration on campus activities.info:eu-repo/semantics/publishedVersio

A construção da imagem da mulher nas canções de Ataulfo Alves

Indisponíve

Sustainable development in Portuguese higher education institutions from the faculty perspective

Higher education institutions play a fundamental role and have great responsibility in promoting sustainability and achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating sustainability since they are responsible for promoting competences and preparing citizens to respond with solutions to future challenges. The aim of this research is to analyse the perceptions of sustainability held by teachers at Portuguese public higher education institutions. A descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 444 teachers from different Portuguese public higher education institutions (54.1% women and 45.9% men). The results show that while most teachers believe higher education institutions promote the integration of sustainability in their activities, only 16% consider that sustainable development is holistically integrated in the institutions' different activities. About 30% of the teachers report that they largely or extensively integrate sustainable development in their curricular units, but only 20% of them state that higher education institutions provide regular or systematic training in SD. Teachers prefer to increase students' sustainable development education through conferences, seminars, or research projects. Almost 90% of teachers are concerned about climate change or the environment, but only 40% or less engage in sustainable development-related activities. Four clusters are also identified, representing teachers' different perceptions of the higher education institutions' promotion of sustainability, teachers' participation in sustainable development issues and concerns about climate change. Although teachers feel that sustainability is starting to be integrated in higher education institutions, this is not done holistically; moreover, differences are found between teachers in polytechnics and universities and between different scientific areas.info:eu-repo/semantics/publishedVersio

Are the sustainable development goals being implemented in the Portuguese higher education formative offer?

Purpose. The study aims to examine: (a) the vertical integration of the Sustainable Development Goals (SGDs) in Portuguese public higher education institutions, namely at the level of undergraduate and master´s degrees, and (b) the extent to which Portuguese higher education institutions are preparing for the United Nations call to promote SDGs. Method. A content analysis of the designations and objectives of the 2556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was made to determine whether they promote at least one sustainable development goal. Findings. The results show that: (a) 198 courses directly address at least one SDG; (b) on average, each higher education institution (HEI) has 6 courses that explicitly address at least one SDG; (c) universities have more courses in SDG areas than polytechnics; (d) more master's degrees embrace SDGs than undergraduate degrees; and (e) most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Value. This paper serves to raise the awareness of Portuguese higher education institutions of their role and responsibility in furthering sustainable development goals.publishe

Sustainable development in Portuguese higher education institutions from the faculty perspective

Thanks are due to the following entities: (a) We acknowledge financial support to CESAM by FCT/MCTES (UIDP/50017/2020+UIDB/50017/2020+ LA/P/0094/2020), through national funds; (b) We acknowledge financial support to the Life Quality Research Centre by Fundação para a Ciência e Tecnologia (UID/CED/04748/2020), through national funds.Higher education institutions play a fundamental role and have great responsibility in promoting sustainability and achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating sustainability since they are responsible for promoting competences and preparing citizens to respond with solutions to future challenges. The aim of this research is to analyse the perceptions of sustainability held by teachers at Portuguese public higher education institutions. A descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 444 teachers from different Portuguese public higher education institutions (54.1% women and 45.9% men). The results show that while most teachers believe higher education institutions promote the integration of sustainability in their activities, only 16% consider that sustainable development is holistically integrated in the institutions' different activities. About 30% of the teachers report that they largely or extensively integrate sustainable development in their curricular units, but only 20% of them state that higher education institutions provide regular or systematic training in SD. Teachers prefer to increase students' sustainable development education through conferences, seminars, or research projects. Almost 90% of teachers are concerned about climate change or the environment, but only 40% or less engage in sustainable development-related activities. Four clusters are also identified, representing teachers' different perceptions of the higher education institutions' promotion of sustainability, teachers' participation in sustainable development issues and concerns about climate change. Although teachers feel that sustainability is starting to be integrated in higher education institutions, this is not done holistically; moreover, differences are found between teachers in polytechnics and universities and between different scientific areas.info:eu-repo/semantics/publishedVersio

Competências interpessoais do terapeuta e mudança narrativa do cliente em sessão

Dissertação de mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Clínica.Enquadramento: os investigadores são consensuais quanto à contribuição fundamental dos processos narrativos e integração de narrativa e emoção para a mudança em psicoterapia, no entanto, não existe uma revisão sistemática que reúna os estudos que aplicam qualquer um dos três sistemas de codificação destes processos. Objetivo: Realizar uma revisão sistemática dos estudos que usam o Narrative Process Coding System (NPCS; Angus, Hardtke, & Levitt, 1992, 1996) e o Narrative-Emotion Process Coding System (NEPCS 1.0; Boritz, Bryntwick, Angus, Greenberg, & Carpenter, 2012; NEPCS 2.0; Angus Narrative-Emotion Marker Lab., 2015). Método: realizaram-se pesquisas eletrónicas sistemáticas pela fórmula narrative-emotion processes or NEPCS or Narrative-Emotion Process Coding System or narrative-emotion markers or narrative processes or NPCS or Narrative Process Coding System (texto completo) e Angus, Lynne (autor) nas bases de dados eletrónicas Book Colletion, PsycINFO, PsycARTICLES, PsycBOOKS, PEP Archive, Psychology and Behavioral Sciences Colletion, Academic Search Complete e na Web of Knowledge. Foram adicionados manualmente estudos selecionados através das referências bibliográficas. Resultados: foram selecionados 20 estudos empíricos que utilizaram qualquer um dos três sistemas de codificação. Conclusões: os sistemas de codificação dos processos narrativos e processos de narrativa-emocional (NE-P) foram aplicados a diferentes modalidades terapêuticas (EFTT, CBT, EFT, CCT, PPT, PT, ST, CT, IT) e em diferentes patologias (depressão, PTSD, stress e GAD), confirmando a importância da identificação de diferentes processos que contribuem para a mudança psicoterapêutica e encorajando a aplicação e o suporte destes instrumentos nas investigações de processo-resultado em psicoterapia.ABSTRACT: Background: Researchers are consensual about the fundamental contribution of narrative processes and integration of narrative and emotion for the promotion of change in psychotherapy, but there is no systematic review that brings together the studies that applied any of the three coding systems of these processes. Objective: Review the studies that used the Narrative Process Coding System (NPCS; Angus, Hardtke, & Levitt, 1992, 1996) and the Narrative-Emotion Process Coding System (NEPCS 1.0; Boritz, Bryntwick, Angus, Greenberg, & Carpenter, 2012; NEPCS 2.0; Angus Narrative-Emotion Marker Lab., 2015). Method: Systematic electronic searches have been conducted by the formula narrative-emotion processes or NEPCS or Narrative-Emotion Process Coding System or narrative-emotion markers or narrative processes or NPCS or Narrative Process Coding System (full text) and Angus, Lynne (author) in the electronic databases Book Collection, PsycINFO, PsycARTICLES, PsycBOOKS, PEP Archive, Psychology and Behavioral Sciences Collection, Academic Search Complete and the Web of Knowledge. Manuscripts selected through bibliography were added manually. Results: We found 20 empirical studies that used any of the three coding systems. Conclusions: The systems of codification of narrative and emotional narrative processes (NE-P) were applied to different therapeutic modalities (EFTT, CBT, EFT, CCT, PPT, PT, ST, CT and IT) and in different pathologies (depression, PTSD, stress and GAD), confirming the importance of identifying different processes that contribute to psychotherapeutic change and encouraging the application and support of these instruments in process-outcome investigations in psychotherapy