The struggle for strategic planning in European higher education: the case of Portugal

A number of significant factors are changing the strategic management landscape in higher education. Market forces are exerting significant impacts on higher education institutions (HEIs) that are fundamentally changing the ways they conduct and manage their affairs. As institutional autonomy grows, so do institutional responsibilities and accountability. Outcomes then determine the future level of autonomy for an institution. These major shifts are forcing HEIs to approach their operations more proactively and from a business perspective in order to be strategically positioned to seize opportunities and confront threats in an increasingly competitive environment. Strategic planning is a tool for assisting an HEI manage itself with foresight and an external focus. Strategic planning is moving more and more into the forefront of higher education discussions in many European countries. As interest in and appreciation of the need for this process grow internationally, higher education planners are confronted with many issues of limited market-driven management experience, as well as trans-national governance and cultural complexities. As higher education leaders in other countries, and especially Europe, turn to the United States for best practices and guidance, planning consultants (many from the business and non-profit sectors) must be equipped with a broader perspective that transcends national boundaries and also grasps the nuances of the higher education culture in Europe. This critical examination of problems in the Portuguese higher education system resulting from a lack of strategic planning and the authors’ recommendations for change will offer a better understanding of the European context and how it differs from traditional models. Planners who want to expand their reach and share their expertise with this growing higher education market need to have this perspective. Thus, this paper summarizes a comparative analysis of the extent to which public and private HEIs in Portugal are engaging in a strategic planning process, what aspects of the process are being utilized in each sector and what their perceptions are regarding this involvement

How Higher Education Institutions Are Driving to Digital Transformation: A Case Study

In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic positioning of companies, contributing to society and the environment, but beyond technological evolution, it also brings social and cultural changes. With the new trends, companies saw the need to train people with digital skills and higher education institutions (HEIs) were forced to change their teaching methods to keep up with the new demands of the labour market. In this context, it is intended to identify the influence that HEIs play in the digital development of regions, in this case, the influence of Public Polytechnic Institutes of Porto in the development of the Metropolitan Area of Porto. The methodology adopted to answer the objectives of this study and research questions formulated, was an exploratory study, using semi-structured interviews and questionnaires. The results obtained allowed us to verify the positive influence of HEIs in the digital development of the Metropolitan Area of Porto. As well as identify the motivations that lead companies to participate in digital transformation initiatives, identify the skills needed to meet the demands of the labour market and identify the efforts made by HEIs to keep up with the digital evolution of society.info:eu-repo/semantics/publishedVersio

La fuga de cerebros en Portugal: hipótesis explicativas

Neste artigo apresenta-se uma investigação em curso em Portugal sobre a emigração de portugueses altamente qualificados na última década. Nesse estudo, pioneiro em Portugal analisa-se: 1) quais são as modalidades e as características da fuga de cérebros em Portugal? 2) Quais as formas de articulação entre as diferentes modalidades do êxodo de competências português e o processo das migrações internacionais? 3) Quais as formas de articulação entre a fuga de cérebros e o crescente fluxo de mobilidade académica? 4) Quais são as principais causas do brain drain em Portugal na última década.This paper presents an ongoing research study in Portugal on the emigration of highly skilled Portuguese citizens over the last decade. In this pioneering study in Portugal the following issues are analysed: 1) What are the modes and characteristics of the brain drain in Portugal? 2) What are the forms of articulation between the different modes of Portuguese skills exodus and the process of international migrations? 3) What are the forms of articulation between the brain drain and the increasing academic mobility flow? 4) What are the main causes of the brain drain in Portugal over the last decade?En este artículo presentamos una investigación en curso en Portugal sobre la emigración de portugueses altamente cualificados en la última década. En este estudio pionero en Portugal se analizaron: 1) ¿Cuáles son los términos y características de la fuga de cerebros en Portugal? 2) ¿Qué formas de coordinación entre los diferentes modos de éxodo de competencias portugués y el proceso de las migraciones internacionales? 3) ¿Qué formas de articulación entre la fuga de cerebros y el flujo de la creciente movilidad académica? 4) ¿Cuáles son las principales causas de la fuga de cerebros en Portugal en la última década

Políticas de calidad de la educación superior en Alemania y Reino Unido: quo vadis?

The objective of this study is to discuss the accreditation systems in Higher Education (HE) currently in Europe. The specific goals include describing the context of HE in Germany and the UK, identifying the main policies implemented. The studies are systematically mapped and contextualized and they will analyse quality assurance and evaluation. This research describes the assessment of the social phenomenon and the accreditation of HE based on the performance of European rating agencies. This paper will also present the main points of action of the quality policy and the quality of HE agencies and their development. It was created a concept mapping of HE in these countries and it was also discussed the characteristics, restrictions and evolution of the processes of accreditation, evaluation and peer review. The main points of action of quality policies and quality agencies in HE, and their current situation of development were demonstrated.O objetivo deste estudo é discutir os sistemas de acreditação na Educação Superior (ES) atualmente na Europa. Os objetivos específicos incluem a descrição do contexto da ES na Alemanha e no Reino Unido identificando as principais políticas implementadas. Os estudos foram sistematicamente mapeados e contextualizados e analisam a garantia e a avaliação da qualidade. Esta pesquisa descreve a avaliação do fenômeno social e a acreditação da ES com base no desempenho das agências de avaliação da ES europeia. Este artigo também apresentará os principais pontos de ação das políticas de qualidade, as iniciativas das agências de qualidade do ES e seu desenvolvimento. Foi criado um mapeamento conceitual da ES nesses países e também foram discutidas as características, restrições e evolução dos processos de acreditação, avaliação e revisão por pares. Os principais pontos de ação das políticas de qualidade e agências de qualidade em ES e sua situação atual de desenvolvimento foram demonstrados.El objetivo de este estudio es discutir los sistemas de acreditación en la Educación Superior (ES) actualmente en Europa. Los objetivos específicos incluyen la descripción del contexto de la ES en Alemania y el Reino Unido identificando las principales políticas implementadas. Los estudios fueron sistemáticamente mapeados y contextualizados, y analizan la garantía y la evaluación de la calidad. Esta investigación describe la evaluación del fenómeno social y la acreditación de la ES en base al desempeño de las agencias de evaluación de la ES europeas. Este artículo también presentará los principales puntos de acción de las políticas de calidad y la calidad de las agencias de ES y su desarrollo. Se creó un mapeo conceptual de la ES en esos países y también se discutieron las características, restricciones y evolución de los procesos de acreditación, evaluación y revisión por pares. Los principales puntos de acción de las políticas de calidad y agencias de calidad en ES y su situación actual de desarrollo han sido demostrados

Remendo nuevo en ropa vieja? SINAES de madurez o de saturación del modelo de evaluación de la enseñanza superior brasileña

Estudo aplicado ao contexto da avaliação externa do ensino superior do Brasil. Foram discutidas as recentes reformas no contexto do modelo de avaliação brasileiro (2016-2018). O novo cenário é explicado com base no mapeamento conceitual com um diagrama visual, permitindo a visão sistêmica da aplicação dos novos indicadores de qualidade relativos aos estudantes e do novo modelo de recrutamento de avaliadores do ensino superior. Realizou-se uma análise longitudinal de onze anos dos resultados das ações da avaliação externa do modelo (2004-2014), que antecedeu o início da reforma. A análise cruzou os dados das avaliações in loco com microdados das avaliações do Exame Nacional de Desempenho dos Estudantes. A metodologia de investigação utilizou a triangulação, com combinação de múltiplos métodos qualitativos e quantitativos. Os resultados destacam a capacidade de resposta do modelo em um cenário massificado que apresentou uma média anual de 3.500 ações avaliativas externas envolvendo visitas de avaliadores.Study applied to the context of the external assessment of higher education in Brazil. Recent reforms were discussed in the context of the Brazilian evaluation model (2016–2018). The new scenario is explained based on the conceptual mapping with a visual diagram, allowing a systemic view of the application of the new quality indicators related to students and the new model of recruitment of higher education evaluators. An eleven years longitudinal analysis of the results of the external evaluation actions of the model (2004–2014) was carried out, which preceded the beginning of the reform. The analysis cross-checked the data from the on-site micro-data evaluations of the Exame Nacional de Desempenho dos Estudantes (National Student Performance Exam). The research methodology used triangulation, with a combination of multiple qualitative and quantitative methods. The results highlight the model’s responsiveness in a mass scenario that presented an annual average of 3,500 external evaluation actions involving visits by evaluator.Estudio aplicado al contexto de la evaluación externa de la enseñanza superior en Brasil. Se discutieron las recientes reformas en el contexto del modelo de evaluación brasileño (2016–2018). El nuevo escenario se explica en base al mapeo conceptual con un diagrama visual, permitiendo la visión sistémica de la aplicación de los nuevos indicadores de calidad relativos a los estudiantes y al nuevo modelo de reclutamiento para evaluadores del enseñanza superior. Se realizó un análisis longitudinal de once años de los resultados de las acciones de la evaluación externa del modelo (2004–2014), que antecedió al inicio de la reforma. El análisis cruzó los datos de las evaluaciones in loco con microdatos de las evaluaciones del Exame Nacional de Desempenho dos Estudantes (Examen Nacional de Rendimiento Estudiantil). La metodología de investigación utilizó la triangulación, combinando varios métodos cualitativos y cuantitativos. Los resultados destacan la capacidad de respuesta del modelo en un escenario masificado que presentó un promedio anual de 3.500 acciones de evaluación externa que incluyen visitas de evaluadores

A Estratégia como prática nas Instituições de Ensino Superior

As universidades têm sido consideradas, ao longo do tempo, Instituições de Ensino que realizam pesquisa científica, fornecem soluções para problemas dos países, capacitam pessoas para o mercado de trabalho e desempenham papel de liderança no desenvolvimento das nações. Ressalta-se a importância destas Instituições para o desenvolvimento econômico e social. O presente estudo visa a identificar e analisar como ocorre o processo de formação e implantação, na prática, da estratégia em Instituições de Ensino Superior. Trata-se de um estudo de múltiplos casos, com pesquisas semiestruturadas qualitativas. As Instituições escolhidas estão situadas no estado de Minas Gerais, Brasil. Espera-se, com este trabalho, contribuir para a identificação de como a estratégia é praticada nas organizações e colaborar com as pesquisas em torno do tema, no sentido de promover o direcionamento adequado das ações que venham a sustentar, de fato, a melhor gestão das Instituições de Ensino Superior

Academic job satisfaction and motivation : findings from a nationwide study in Portuguese higher education

Published online: 31 Jul 2014Academic staff is a key resource in higher education institutions (HEIs) and therefore has a major role in the achievement of the objectives of these institutions. Satisfied and well-motivated academic staff can build a national and international reputation for themselves and their institutions. Moreover, the performance of academic staff impacts student learning. In this context, the study of academic staff job satisfaction and motivation to perform their professional activities becomes crucial, especially as higher education is traversed by multiple changes. The purpose of this paper is to present and analyze the findings of a nationwide study on satisfaction and motivation of academics. All academics working in Portuguese HEIs were invited to complete a survey online. The data obtained from 4529 academics were extensively analyzed and findings are presented here along with their implications for HEIs in Portugal.Fundação para a Ciência e a Tecnologia (FCT

The Brazilian higher education evaluation model: “SINAES” sui generis?

"Available online 29 November 2017"A study applied to the context of Higher Education (HE) accreditation and evaluation in Brazil. It discusses recent reforms within the context of the Brazilian evaluation model. The changes brought by the new resolutions published in 2016 have been presented, and a conceptual mapping of the HE evaluation model has been drawn. The objectives were to explain, longitudinally, the ways used by monitoring agencies/bodies to assess performance, and to assure a quality HE. The research methodology used a combination of multiple qualitative methods to present results as conceptual maps. The study may contribute to improving quality, based on best practices in the evaluated model.The authors are grateful to the Research Center for Political Science (CICP-Portugal) of the University of Minho and Coordination for the Improvement of Higher Education Personnel (CAPES-Brazil).info:eu-repo/semantics/publishedVersio

Rising rural body-mass index is the main driver of the global obesity epidemic in adults

Body-mass index (BMI) has increased steadily in most countries in parallel with a rise in the proportion of the population who live in cities(.)(1,2) This has led to a widely reported view that urbanization is one of the most important drivers of the global rise in obesity(3-6). Here we use 2,009 population-based studies, with measurements of height and weight in more than 112 million adults, to report national, regional and global trends in mean BMI segregated by place of residence (a rural or urban area) from 1985 to 2017. We show that, contrary to the dominant paradigm, more than 55% of the global rise in mean BMI from 1985 to 2017-and more than 80% in some low- and middle-income regions-was due to increases in BMI in rural areas. This large contribution stems from the fact that, with the exception of women in sub-Saharan Africa, BMI is increasing at the same rate or faster in rural areas than in cities in low- and middle-income regions. These trends have in turn resulted in a closing-and in some countries reversal-of the gap in BMI between urban and rural areas in low- and middle-income countries, especially for women. In high-income and industrialized countries, we noted a persistently higher rural BMI, especially for women. There is an urgent need for an integrated approach to rural nutrition that enhances financial and physical access to healthy foods, to avoid replacing the rural undernutrition disadvantage in poor countries with a more general malnutrition disadvantage that entails excessive consumption of low-quality calories.Peer reviewe