This paper describes the experience of peer assessment in a problem-based learning course in a Portuguese university, and presents the results of a survey of 120 students who attended the course over seven semesters. Cluster analysis revealed that students group into two distinct clusters with significantly different experiences of peer assessment. Although the larger cluster (70%) expressed a positive experience, the other group perceived peer assessment results and final marks to be unfair, and reported incidents of friendship-marking and conflict arising from peer assessment. Results show that perceptions of fairness (both regarding peer assessment and final marks) are very much associated with those problems. We reflect on these findings to explore implications for practice as well as future research.

Attention to transferable skills is growing in higher education. Problem-based learning (PBL) is increasingly used in management education for its promising potential to, amongst others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, this relationship is seldom assessed. In this study, I use structural equation modelling to examine the effectiveness of PBL, measured through students’ perceptions of satisfaction and skills development. Results show the development of transferable skills is explained by interaction with tutors and a host company, and defining teamwork rules. Satisfaction is explained by skills development, assessment issues, defining teamwork rules and understanding how organisations work. I draw conclusions and recommendations

Purpose – This paper aims to examine how functional and numerical flexibility can be successfully combined without workforce segmentation or flexible employment contracts, by implementing a highly integrated human resource management (HRM) system. Design/methodology/approach – Six case studies were conducted between January 2002 and June 2003 in Portuguese affiliates of multinational management consulting firms using a grounded theory approach. Findings – Evidence from the case studies showed that some of these companies were able to explore both functional and numerical flexibility in a combined and interdependent way, by operating a tightly run and highly coordinated set of HRM practices geared towards the development of internal labour markets. Research limitations/implications – The study uses a sample of large multinational companies in a single sector, which limits the scope of these findings. Practical implications – It is suggested that a strategy combining numerical and functional flexibility through an integrated set of HRM policies and practices will be more effective than segmenting the workforce or choosing between those two sources of flexibility. Originality/value – The paper presents a new breadth for the role of HRM in achieving flexibility. Theoretically, it challenges the established notion that commitment-based HRM serves only functional flexibility and that numerical flexibility can only be achieved through precarious employment.

The cohort of young people born with or after the Internet has been dubbed Generation Z (Gen Z, or post-millennials). They are now entering the higher education-to-work transition phase, although this is yet to be studied. Previous studies have found that work values and work preferences vary across generations and national cultures, justifying regular and localised examination. However, very little is known to date about the work values of Portuguese Gen Zs. In this study, we describe the work values of Portuguese university students in the higher education-to-work transition phase and examine their influence on salient work-related preferences. We surveyed over 3000 students attending university degrees from eight main Portuguese universities. We find that Portuguese Gen Zs value social values above all, followed by intrinsic and then extrinsic work values, potentially configuring a unique profile. Work values partially explain work preferences such as employer size and salary expectations. Gender differences mark our results, with women expressing higher work values in all three dimensions and lower entry salary expectations. These results can be useful for employers seeking to attract the best university graduates, facilitate their integration and promote their development.