The morphology of the Magellanic Clouds revealed by stars of different age: results from the DENIS survey

The spatial distribution of sources populating different regions of the colour-magnitude diagram (I-J, I) extracted from the DENIS catalogue towards the Magellanic Clouds (DCMC -- Cioni et al. 2000) reveal significantly different morphologies. Each region is associated to a different age group. The Large Magellanic Cloud (LMC) shows an extended circular shape with a prominent, off center bar, a nucleus and irregular spiral arms. The Small Magellanic Cloud shows a perturbated structure with a prominent central concentration of stars. Old and young populations are offset from one another.Comment: 4 pages and 7 figures, accepted for publication in A&A Journal Letter

The importance and degree of implementation of the European standards and guidelines for internal quality assurance in universities: the views of Portuguese academics

This research seeks to explore academics’ perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show academics’ perceptions of the importance and implementation of the ESG in their institutions to be quite positive. Nevertheless, academics tend to find the standards more important than effectively implemented. Furthermore, significant differences in perceptions emerge between groups of academics. This study intends to contribute to a better understanding of the implementation of quality management practices in universities, and the influence of the ESG in this process.info:eu-repo/semantics/publishedVersio

School performance management practices and school achievement

Purpose The literature is very rich in its discussion on how to measure school performance, but there are still a number of gaps to investigate in relation to the determinants of that performance, especially at the level of school performance management practices. The purpose of the paper is to understand better performance management practices in schools and how they may relate to school achievement. Design/methodology/approach Frequently, the performance of schools is evaluated using solely output measures: especially exam classifications, but also progression rates, completion rates and wastage rates. Previously, a value‐added approach was used to quantitatively evaluate Portuguese secondary schools beyond output results. From the results of this exercise, a sample of schools with different levels of observed performance was chosen. In‐depth case studies of the sample of schools were undertaken to gather an understanding of their performance management practices, taking Bouckaert and Halligan's framework of analysis. Findings Self‐evaluation and performance management are not well developed in schools. Most schools monitor exam results, progression and completion rates. However, they do not seem to do it in a formal and systematic way, and find it difficult to understand the reasons for the results obtained. Incorporation of performance measures into performance management is incipient, and most acknowledge the difficulty of going from measurement of results to improvement actions. Few can demonstrate that improvement actions have resulted from self‐evaluation and very few evaluate improvement actions' results. There seems to be an agreement that the external evaluation of schools has prompted the development of self‐evaluation. Originality/value This is a study at the meso level of analysis of public sector performance, that of state education. The study contributes to a better understanding of performance management in Portuguese secondary schools. More generally, it investigates the usefulness of the Bouckaert and Halligan framework to assess progress in performance management and whether that will lead to progress in performance itself.info:eu-repo/semantics/publishedVersio

The integration of quality management in higher education institutions : a systematic literature review

This paper presents the results of a systematic literature review showing how the literature on quality management (QM) in higher education (HE) has evolved. As a first contribution, this work presents a systematic breakdown of research in the field of HE quality management. Its second and most innovative contribution is its coverage of the process of introducing quality management into institutions’ global management systems. Theoretically, we believe this second point to be a general trend in the evolution of the quality management literature, and empirically it represents a trend for quality management principles and practices in governance and management systems of higher education institutions (HEIs). The literature was analysed by distinguishing three main levels in HEIs: a process level, an organisational level, and, since our focus is specifically on the field of quality management, a quality management principles level. Overall, this paper concludes that integration at the three levels of analysis is strong. Moreover, we were able to identify a trend towards the development of holistic and comprehensive quality management approaches both in conceptual and empirical research studies.info:eu-repo/semantics/publishedVersio

The European standards and guidelines for internal quality assurance: an integrative approach to quality management in higher education?

Purpose The authors’ thesis statement is that the literature on quality management in higher education is evolving towards an idea of integration. Considering Part 1 of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (ENQA, 2009) to be a framework for the implementation of quality management practices in universities, the purpose of this paper is to understand whether the ESG represent a truly integrated quality management model. Design/methodology/approach The authors analyse the content of the ESG taking into account three levels of analysis: the process level, the organisational level and the quality management principles level. Findings The analysis shows that the ESG are a quality management model, covering different processes, organisational levels and quality management principles. This is despite not being a truly integrated quality management model. Indeed, the ESG are mainly focussed on teaching and learning and on support processes, neglecting other processes of universities, such as research and scholarship and the third mission. In addition, they leave aside quality management principles more directly linked with a systemic and holistic approach to quality, such as the system approach principle. Originality/value The paper presents a new analysis of a much discussed quality management model for higher education. It explores the ESG in the light of the concept of integration, discussed according to a new framework of analysis. It also highlights the importance of a broader reflection on these standards and of their integration in the management systems of institutions.info:eu-repo/semantics/publishedVersio

Quality management in universities : towards an integrated approach?

Purpose The purpose of this paper is to empirically test the thesis that universities are developing their different quality management (QM) systems comprehensively and integrating them in their broader management and governance systems, covering different processes, organisational levels and the principles of QM. Design/methodology/approach The empirical work is based on a country case study which embeds three paradigmatic university case studies. Data are obtained from institutional documents, as well as from individual and panel interviews. A content analysis using N-Vivo was undertaken. Findings Universities show signs of integrating QM in their overall management and governance framework. They develop their QM systems with a focus on teaching and learning, but they are increasingly trying to integrate their other processes. They seek to involve their different organisational levels, from the programme to the institutional level. Universities cover most QM principles, but show deficiencies regarding customer focus, mutually beneficial supplier relationships, involvement of people and process and system approach. Research limitations/implications The research shows the results of three paradigmatic cases regarding QM implementation, since these were the first to have their QM systems certified by the Agency for Assessment and Accreditation of Higher Education. In future work, it would be interesting to understand how other universities are developing their QM systems and whether implementation occurs in an integrated way. Practical implications The authors expect that the results will add to the discussion on the implementation of QM in universities, further contributing to the development of truly integrated approaches to QM in higher education. Originality/value The paper discusses the QM systems which are being developed and implemented in universities and analyses how integrated they are, as only those that are fully integrated will contribute to improve the overall quality of universities.info:eu-repo/semantics/publishedVersio

The integration of quality management in universities : an analysis based on quality policy statements

Theoretically, a more integrative vision of quality management (QM) practices is being proposed (Manatos, Sarrico, & Rosa, 2015), and universities seem to be in the process of following a path towards a stronger integration of their QM practices (Rosa & Amaral, 2007; Sousa & Voss, 2002; Srikanthan & Dalrymple, 2002, 2007).info:eu-repo/semantics/publishedVersio

The Tip of the Red Giant Branch and Distance of the Magellanic Clouds: results from the DENIS survey

We present a precise determination of the apparent magnitude of the tip of the red giant branch (TRGB) in the I (0.8 micron), J (1.25 micron), and K_S (2.15 micron) bands from the luminosity function of a sample of data extracted from the DENIS catalogue towards the Magellanic Clouds (Cioni et al. 2000). From the J and Ks magnitudes we derive bolometric magnitudes m_bol. We present a new algorithm for the determination of the TRGB magnitude, which we describe in detail and test extensively using Monte-Carlo simulations. We note that any method that searches for a peak in the first derivative (used by most authors) or the second derivative (used by us) of the observed luminosity function does not yield an unbiased estimate for the actual magnitude of the TRGB discontinuity. We stress the importance of correcting for this bias, which is not generally done. We combine the results of our algorithm with theoretical predictions to derive the distance modulus of the Magellanic Clouds. We obtain m-M = 18.55 (0.04 formal, 0.08 systematic) for the Large Magellanic Cloud (LMC), and m-M = 18.99 (0.03 formal, 0.08 systematic) for the Small Magellanic Cloud (SMC). These are among the most accurate determinations of these quantities currently available, which is a direct consequence of the large size of our sample and the insensitivity of near infrared observations to dust extinction.Comment: 16 pages, 8 figures, revised version, accepted for publication in A&

Student satisfaction with Portuguese higher education institutions: the view of different types of students

The purpose of this paper is to discuss student satisfaction with Portuguese higher education institutions, and to analyse how this varies for different types of students. A survey instrument was used to collect data on students’ perceptions and expectations regarding different aspects of service provision. Based on the gap model of satisfaction, satisfaction indices were calculated for all items considered and were checked for their statistical significance. Although, generically speaking, students’ perceptions and expectations are high, the satisfaction indices are all negative and statistically different from zero. Furthermore, significant differences of satisfaction regarding some aspects of service provision were found between different groups of students. This study may contribute to institutions improving the quality of services they provide. Furthermore, this study will contribute to improving the quality of higher education institutions through correcting mistakes and designing better processes, provided that the information collected through student satisfaction surveys has been treated adequately.info:eu-repo/semantics/publishedVersio

Supply chain quality management in education

Purpose The purpose of this paper is to introduce and discuss the concept of supply chain quality management (SCQM) in education. It then analyses a particular country case study in light of the concept, presenting empirical evidence of the challenges and good practices relating to it. Design/methodology/approach The empirical work is based on a country case study which includes data on four higher education institutions and nine secondary schools. Data are obtained from national and institutional documents, as well as from individual and panel interviews. The authors have used content analysis for both data and interview transcripts. Findings The authors find that whereas we can think of education systems as supply chains, there are important challenges to SCQM in education, namely, regarding information sharing, trust, integration and leadership. Conversely, the authors have found some ad hoc good practice which could be developed into more systematic SCQM practice. Research limitations/implications The study covers only a single case study, and a part of the education supply chain. Practical implications The work could inform policy makers as well as institutional leaders on practices that would improve the performance of the education supply chain. Social implications Education is a very important activity sector with a strong impact on the well-being of societies. Gains in education performance resulting from better SCQM in education would thus impact us all. Originality/value The paper offers a novel way of looking at the education system through the lenses of SCQM; if implemented it could significantly improve the performance of education systems.info:eu-repo/semantics/publishedVersio