00594nas a2200145 4500008004100000245011400041210006900155300001600224490000700240100002200247700002100269700002600290700001300316856011900329 2024 eng d00aInternationalization of Portuguese Academia: the impact on academic engagement and collaboration with society0 aInternationalization of Portuguese Academia the impact on academ a1769–17890 v871 aQueirós, Anabela1 aCarvalho, Teresa1 aManatos, Maria, João1 aDiogo, S uhttps://www.cipes.pt/internationalization-portuguese-academia-impact-academic-engagement-and-collaboration-society02752nas a2200277 4500008004100000245013500041210006900176300000900245520185500254653002402109653002202133653003402155653001602189653001502205100002202220700002102242700001302263700001602276700001902292700002002311700001302331700001502344700002102359700002302380856007102403 2022 eng d00aAcademic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production0 aAcademic engagement in Portugal the role of institutional divers a1-143 a

Higher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.

10aAcademic engagement10acommercialisation10amodes of knowledge production10apolytechnic10auniversity1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, M.1 aBiscaia, R.1 aVideira, Pedro1 aTeixeira, Pedro1 aDiogo, S1 aMelo, A.I.1 aFigueiredo, Hugo1 aAmaral Mendes, Rui uhttps://www.tandfonline.com/doi/full/10.1080/03075079.2022.204224102682nas a2200241 4500008004100000245013500041210006900176260000900245490000700254520183700261100002202098700002102120700002302141700001602164700002602180700001902206700002002225700001302245700001502258700002102273700002402294856012202318 2022 eng d00aAcademic engagement in Portugal: the role of institutional diversity, individual characteristics and modes of knowledge production0 aAcademic engagement in Portugal the role of institutional divers c20220 v473 aHigher Education Institutions (HEIs) play a crucial role in knowledge society by providing and disseminating knowledge. In this regard, academics have been encouraged to collaborate with society, leading to the emergence of new modes of knowledge production. Several institutional and individual factors have been identified as determinants of the academic engagement. Hence, using data from a survey delivered to a representative sample of Portuguese academics, this paper analyses the influence of different modes of knowledge production, institutional diversity and individual characteristics on distinct dimensions of academic engagement (Formal Research Collaboration; Informal Dissemination of Knowledge; Commercialization of Knowledge; and Teaching-related Activities and Supervision of Students). We propose as research hypotheses the existence of an influence of individual academics’ values, identity and types of knowledge on the engagement with society, addressing them using a linear regression. Results suggest the influence of CUDOS, (i.e. communalism, disinterestedness and organized scepticism) and PLACE, (i.e. proprietary, local, authority, commissioned and expert) on academic engagement, although this influence differs according to distinct dimensions. The findings also reveal differences according to the type of institutional affiliation. Moreover, the study confirms the relevance of individual characteristics in explaining different forms of academic engagement, such as gender, discipline and seniority. Since the results do not align entirely with the theory, this paper may be of particular relevance to launch a discussion around the type of engagement higher education institutions intend to promote and how far their own characteristics and those of their academics may influence such engagement.1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, Maria, João1 aBiscaia, R.1 aManatos, Maria, João1 aVideira, Pedro1 aTeixeira, Pedro1 aDiogo, S1 aMelo, A.I.1 aFigueiredo, Hugo1 aMendes, Rui, Amaral uhttps://www.cipes.pt/academic-engagement-portugal-role-institutional-diversity-individual-characteristics-and-modes-004226nas a2200205 4500008004100000020002200041245010300063210006900166260005200235520351700287653001503804653002603819653002603845653002503871653001803896100002203914700002103936700001303957856005003970 2020 eng d a978-84-09-24232-000aKnowledge Translation and Partnerships in Healthcare: Literature Review on Challenges and Enablers0 aKnowledge Translation and Partnerships in Healthcare Literature  aOnline ConferencebIATED Academyc9-10 Nov 20203 a

In the context of the Knowledge Society advent, scientific knowledge is considered as an asset to serve economic and social development purposes through the collaboration between universities and non-academic institutions. In the case of Healthcare, the system can benefit from scientific evidence in order to improve well-being and healthcare services. However, the persistent gap between scientific evidence and its implementation to the practice has been object of a political concern as it potentially leads to a duplication of efforts and a waste of resources (Rowley et al 2012). This challenge is observed by the difficulty to translate basic scientific knowledge into clinical applications (Kitson et al 2018), and by the time required for a patient to benefit from a proven treatment (Graham 2006).
From this perspective, the Knowledge Translation (KT) paradigm emerges as a strategy to close the evidence-practice gap and to ensure that the knowledge produced by researchers meet real-world needs. More recently, the focus was placed on the collaborative arrangements set between researchers and non-academic stakeholders. In this context, the traditional knowledge users (clinical professionals, policymakers, managers and even patients) take a role as co-producers of knowledge in a research partnership, actively participating in all the phases of the research process.
However, it is not clear how these collaborative arrangements are approached, and what are the main factors required for the establishment of a successful partnership. And this is precisely what this paper aims to better understand, contributing to the debate on research partnerships as a strategy to close the gap between science and practice in the Healthcare area.
A systematic literature review is conducted on the studies covering KT arrangements and the co-production of knowledge between academics and stakeholders from the Healthcare system. For this purpose, a search for both the expressions “knowledge translation” and “co-production of knowledge”, combined with “healthcare” in the database Scopus-Elsevier (in order to restrict the analysis to peer-reviewed material) was undertaken. The articles selected focused on the conceptualization of integrated knowledge translation mechanisms and multi-organizational partnerships.
The literature review reveals a number of factors that have been identified as the main enablers and barriers to KT processes. In this regard, the complex nature of research partnership comprising actors with different priorities and from different organizational cultures entails the main barriers to the KT. On the other hand, regular communication and effective leadership contribute to overcoming these challenges. The existence of a Knowledge Brokering infrastructure, able to engage all the participants since the earlier stages, is perceived as crucial for the co-production of relevant knowledge.
Understanding the factors that can hinder or facilitate effective KT processes allows for the planning and implementation of successful partnerships between academic and non-academic actors. Therefore, KT interventions should be designed, anticipating potential barriers, and optimizing the facilitators. Furthermore, this study sheds light on what should be the role of an intermediate infrastructure aiming to optimize knowledge production and its implementation within a partnership in order to improve the healthcare service.

10ahealthcare10aknowledge translation10aresearch partnerships10ascientific knowledge10aThird mission1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, M. uhttps://library.iated.org/view/QUEIROS2020KNO03705nas a2200181 4500008004100000020002200041245009500063210006900158260005200227520307300279653002403352653002103376653002003397100002203417700002103439700001303460856005003473 2020 eng d a978-84-09-17939-800aAcademic Engagement in Portugal: Different Types of Engagement, Different Scientific Areas0 aAcademic Engagement in Portugal Different Types of Engagement Di aValencia, SpainbIATED Academyc2-4 March, 20203 a

Under the Knowledge Society narratives, the European Innovation Policy has been promoting the collaboration between universities and industry, government, media-based and culture-based public and civil society (Carayannis & Campbell, 2019). In this context, the mission of universities, considered as core knowledge institutions, has been challenged and the traditional roles of education and teaching have been broadened to include the dissemination of the knowledge to the society. Consequently, academics are encouraged to adopt entrepreneurial behaviour and to engage with non-academics stakeholders.
The literature on knowledge transfer tends to focus on more applied areas and to associate collaboration with industry with technological areas. However, the academic engagement with society should be approached through a broader perspective, including all the interactions with non-academic organizations (Perkmann, 2013).
Based on a representative dataset of a survey delivered in Portugal, between November of 2018 and January of 2019, this paper intends to compare the types of academic engagement performed by Portuguese academics from different scientific areas. We argue that the type of engagement strongly depends on the scientific field. The external activities reported by the academics in the survey were grouped in 4 dimensions based on the literature review: formal collaboration, informal collaboration, commercialization and education. A linear regression is applied in order to estimate the relationship between the different disciplines and each dimension.
Our results suggest that the types of engagement vary according to the scientific areas. Commercialization (patenting and spin-offs) is much more associated with technological areas, than with social sciences, arts and humanities. However, academic from these areas tend to engage more external partners through informal and ‘relational’ collaboration. Moreover, formal research collaboration, such as consultancy and research contracts plays a relevant role in academic engagement in social sciences. Additionally, activities associated with education such as the supervision of the students' internships tend to be more relevant in more applied areas than in humanities, physics or mathematics.
This study aims to contribute to the debate on academic engagement with society, emphasizing the role of the scientific areas. On the one hand, it highlights the existence of different types and dimensions of academic engagement, which vary between commercialisation-driven activities to informal forms of collaboration. On the other hand, it contribute to understand the relationship between such types of academic engagement and the different scientific areas. It finally draws attention to the relevance of informal channels of university-society collaboration, particularly developed by academics linked to arts, humanities and social sciences, and which impact despite increasingly discussed in the literature, is still ‘underestimated.’

10aAcademic engagement10ahigher education10ascientific area1 aQueirós, Anabela1 aCarvalho, Teresa1 aRosa, M. uhttps://library.iated.org/view/QUEIROS2020ACA