<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nicolai Götze</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Timo Aarrevaara</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Academic’s societal engagement in binary higher education systems. A study on the effects of higher education type on the performance of societal engagement in Finland, Germany and Portugal</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education Policy</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academics’ societal engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">convergence</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge and technology transfer</style></keyword><keyword><style  face="normal" font="default" size="100%">path dependency</style></keyword><keyword><style  face="normal" font="default" size="100%">universities</style></keyword><keyword><style  face="normal" font="default" size="100%">universities of applied sciences/polytechnics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">15/01/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://link.springer.com/article/10.1057/s41307-020-00222-w</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><pages><style face="normal" font="default" size="100%">88-109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This article aims to investigate whether national differences in the institutionalization of the binary divide between universities and Universities of Applied Sciences (UAS) lead to different outcomes in performing Academics’ Societal Engagement (ASE). Two institutional theory-based core differences of European binary higher education (HE) systems were used to select a theory-led purposeful sample: First, the sequence of UAS-institutionalization and ASE-policy emphasis and second the political drive for a practically oriented research drift. Based on the Finnish, German and Portuguese survey data provided by the cross-country study “Academic Profession in Knowledge Society,” three dimensions of ASE are derived: techno-commercial ASE, dissemination ASE and training-related ASE. These ASE-dimensions cover the diversity of ASE across different disciplinary fields. Survey results of the Finnish sample show that all three ASE-dimensions are more strongly performed by UAS-academics than by university-academics. In Germany, robust stronger correlations of research (productivity) and all three ASE-dimensions for UAS-academics, compared to university-academics, were observed. In Portugal, convergence of ASE performed by UAS-academics and university-academics was indicated. Thus, core country-differences in the institutionalization of ASE in binary HE-systems are reflected in the results.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Zélia Breda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Nomination vs. election: do they influence women’s access to institutional decision-making bodies?</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Management and Governance</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Decision-making bodies</style></keyword><keyword><style  face="normal" font="default" size="100%">Election</style></keyword><keyword><style  face="normal" font="default" size="100%">Gender balance</style></keyword><keyword><style  face="normal" font="default" size="100%">Governance</style></keyword><keyword><style  face="normal" font="default" size="100%">Managerialism</style></keyword><keyword><style  face="normal" font="default" size="100%">New Public Management (NPM)</style></keyword><keyword><style  face="normal" font="default" size="100%">Nomination</style></keyword><keyword><style  face="normal" font="default" size="100%">universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">31/10/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://link.springer.com/article/10.1007/s10997-020-09538-6</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">879–898</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Portuguese higher education institutions (HEIs) are excellent case-studies of women representation in academia, considering their significant presence and rapid growth in HEIs. Nevertheless, and despite efforts to minimise gender gaps, women are still underrepresented in top management and leading positions, contributing to increment the phenomenon of vertical segregation. Based on the reality of the Portuguese academia, and focusing on an in-depth case study of a Portuguese university, this paper analyses if and how the way decision-making bodies are constituted, influence the gender balance of their members. Recently, within the New Public Management (NPM) context, HEIs have been subjected to external pressures to create a new organisational environment aiming at substituting the collegial model of governance with a managerial one. In this context, there has been a trend to replace the election by the nomination as the dominant process to occupy decision-making positions. The opening hypothesis of this study is that the way decision-making bodies are constituted, impacts on their gender balance. More specifically, it is argued that the nomination process tends to be more advantageous to women than the election. However, although it is possible to conclude that the gender balance decreases with the increasing importance of the decision-making body, it is not accurate to say that there is a direct relationship between the way actors are chosen to these bodies and their gender balance. In other words, the way actors are chosen can not be seen as the only factor influencing the gender constitution of decision-making bodies. The study provides a relevant contribution to the literature on mechanisms and strategies to improve gender equality in institutional decision-making processes and bodies.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carina Jordão</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Zélia Breda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Gender In/Equality in men wor(l)d’s: Perceptions on the construction of a gender equal and inclusive Portuguese University</style></title><secondary-title><style face="normal" font="default" size="100%">3rd International Conference on Gender Research </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">(in)equality</style></keyword><keyword><style  face="normal" font="default" size="100%">feminist institutional perspective</style></keyword><keyword><style  face="normal" font="default" size="100%">Gender</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword><keyword><style  face="normal" font="default" size="100%">universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">16-17 July 2020</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">ACPI Ltd. </style></publisher><pub-location><style face="normal" font="default" size="100%">Online Conference</style></pub-location><isbn><style face="normal" font="default" size="100%">978-1-912764-56-3</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Based in a H2020 funded project and on theoretical contributions of the feminist institutional perspective, this paper provides a comparative view between men and women on the identified values, practices and behaviours needed to the institutionalisation and promotion of gender equal and inclusive higher education institutions (HEI). This theoretical perspective grounds our comparative analysis, supported by 22 interviews with institutional key-actors: 15 men and 7 women. Being our sample constituted by both male and female interviewees of a Portuguese university can be seen as an innovative approach due to two complementary reasons. First, Portuguese HEI clearly exemplify women representation in academia, considering their significant presence and rapid growth in HEI: as the system expanded and democratised, it also became more feminised, although women are still underrepresented in top-management and leading positions, contributing to perpetuate the vertical segregation phenomenon. Second, gender issues on (Portuguese) HEI are usually approached by women, with men having a peripheral role. Towards this background, we are interested in understanding how both sexes envisage gender equality in their working place (the academia) and even to depict how men perceive their role in the construction of gender-balanced and inclusive HEI. Data analysis reveals not only differences but also similarities between men and women perceptions of the values, practices and behaviours needed to the institutionalisation and promotion of a gender equal and inclusive institution. There is a common trend to consider universities as gender neutral and to attribute the responsibility for changes to the political, social and/or cultural systems, which results from a common symbolic realm of meaning-making common to women and men. However, it is more common to find women manifesting a more positive perspective to affirmative actions at the university. Thus, one can say that women situation can justify their greater assumption of an agency perspective on institutional change.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taru Siekkinen</style></author><author><style face="normal" font="default" size="100%">Elias Pekkola</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Change and continuity in the academic profession: Finnish universities as living labs</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Academic profession</style></keyword><keyword><style  face="normal" font="default" size="100%">Change</style></keyword><keyword><style  face="normal" font="default" size="100%">Managerialism</style></keyword><keyword><style  face="normal" font="default" size="100%">new public management</style></keyword><keyword><style  face="normal" font="default" size="100%">universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/07/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://link.springer.com/article/10.1007/s10734-019-00422-3</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">533–551</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The academic profession is challenged by the changing environment. Global trends, such as managerialism and new public management, have been influencing all public organizations, including universities. The academic profession is dynamic by its nature; it reflects any changes in its environment. However, the academic profession is also characterized by continuity. In this study, we describe the current changes and continuities of the academic profession in Finland, as perceived by top and middle managers employed in Finnish Universities. We found out that logics and values by organizational professionalism are emphasized; however, occupational professionalism is also deeply rooted in the practices of Finnish universities. Additionally, we found out that changes are often associated with managerial values, such as control and evaluation, and in contrast, the continuities of academic work are commonly related to professorial authority and academic identity. These two aspects of the profession and organization are not opposite, they occur simultaneously; however, there are tensions between them. In this article, we would like to emphasize that change of the academic profession is a hybrid, there exists both, changes and continuities in the logics and values related to the profession and the organization.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pat O'Connor</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Kate White</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The experiences of senior positional leaders in Australian, Irish and Portuguese universities: universal or contingent?</style></title><secondary-title><style face="normal" font="default" size="100%">Higher Education Research and Development</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">contingent</style></keyword><keyword><style  face="normal" font="default" size="100%">Gender</style></keyword><keyword><style  face="normal" font="default" size="100%">leaders</style></keyword><keyword><style  face="normal" font="default" size="100%">universal</style></keyword><keyword><style  face="normal" font="default" size="100%">universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">31 Jan 2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.tandfonline.com/doi/full/10.1080/07294360.2013.864608</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">33</style></volume><pages><style face="normal" font="default" size="100%">5-18</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This article is concerned with the extent to which the leadership of higher education is a universally positive or contingent experience. It draws on comparative data from semi-structured interviews with those in senior leadership positions in public universities in Australia, Ireland and Portugal, countries which are differently located on the collegial/managerial continuum. It looks at their perceptions of the advantages/disadvantages of these positions. Universal trends emerge, arising from difficulties created by the shortage of resources consequent on neo-liberalist pressures; from the non-viability of a managerialist discourse as a source of meaning; from the positive character of the university as a knowledge-generating organisation; and from the gendered satisfactions derived by men and women from occupying these senior leadership positions. Contingent trends include the tension between academic and managerial roles, which is strongest in the Portuguese collegial structures; while the negative impact on personal well-being is most apparent among the Australian respondents in the most managerialist structure. The paper concludes that assumptions that senior leadership positions are universally positive is not supported. It suggests that the attractiveness of these positions – contested in a collegial structure – may be further reduced in increasingly managerialist contexts, with the challenge of diversity, so important to innovation and economic growth, being particularly acute.&lt;/p&gt;
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