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Dr. Maria José Sá
CIPES - Centre for Research in Higher Education Policies

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Perspective
Published: 25 August 2021 in Sustainability
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The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.

ACS Style

Maria José Sá; Ana Isabel Santos; Sandro Serpa; Carlos Miguel Ferreira. Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability 2021, 13, 9564 .

AMA Style

Maria José Sá, Ana Isabel Santos, Sandro Serpa, Carlos Miguel Ferreira. Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society. Sustainability. 2021; 13 (17):9564.

Chicago/Turabian Style

Maria José Sá; Ana Isabel Santos; Sandro Serpa; Carlos Miguel Ferreira. 2021. "Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society." Sustainability 13, no. 17: 9564.

Review
Published: 11 December 2020 in Education Sciences
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Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

ACS Style

Maria José Sá; Sandro Serpa. Cultural Dimension in Internationalization of the Curriculum in Higher Education. Education Sciences 2020, 10, 375 .

AMA Style

Maria José Sá, Sandro Serpa. Cultural Dimension in Internationalization of the Curriculum in Higher Education. Education Sciences. 2020; 10 (12):375.

Chicago/Turabian Style

Maria José Sá; Sandro Serpa. 2020. "Cultural Dimension in Internationalization of the Curriculum in Higher Education." Education Sciences 10, no. 12: 375.

Perspective
Published: 15 October 2020 in Sustainability
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The COVID-19 pandemic has had profound consequences on the social, economic and cultural life at the global level. The educational dimension has also been affected in the schools’ regular functioning, with the temporary closure of educational institutions, as well as the impediment of face-to-face classes. This perspective paper aims to add to the knowledge already produced on this topic, by arguing that these challenging conditions can be a pivotal moment of opportunity for reshaping higher education, with the implementation, development and diffusion, among academics and students, of digital technologies. The paper also discusses the role of leadership in the transformation of organizational culture in higher education. The methodology used to carry out this study is qualitative, and the technique employed to analyze the data collected was content analysis. Research studies, in diverse formats, already published on the COVID-19 topic and its impacts were the elected data sources. The results of this document analysis allow us to conclude that there is the need to improve the digital sustainable development in teaching in higher education, which entails profound challenges that higher education institutions need to face and overcome if they want to be at the forefront of success in the international education market. This is where the authors seek to contribute, by offering insights on the challenges—but also the opportunities—that COVID-19 poses to higher education at a time when it needs to redefine its teaching methods, leadership models, and interaction channels, by going digital towards the improvement of the sustainable development of its teaching.

ACS Style

Maria José Sá; Sandro Serpa. The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education. Sustainability 2020, 12, 8525 .

AMA Style

Maria José Sá, Sandro Serpa. The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education. Sustainability. 2020; 12 (20):8525.

Chicago/Turabian Style

Maria José Sá; Sandro Serpa. 2020. "The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education." Sustainability 12, no. 20: 8525.

Concept paper
Published: 06 October 2020 in Societies
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The objective of this concept paper focuses on the relevance of the analytical potential of Social Sciences for understanding the multiple implications and challenges posed by the COVID-19 contagion–pandemic dyad. This pandemic is generating a global threat with a high number of deaths and infected individuals, triggering enormous pressure on health systems. Most countries have put in place a set of procedures based on social distancing, as well as (preventive) isolation from possible infected and transmitters of the disease. This crisis has profound implications and raises issues for which the contribution of Social Sciences does not seem to be sufficiently mobilised. The contribution of Social Sciences is paramount, in terms of their knowledge and skills, to the knowledge of these problematic realities and to act in an informed way on these crises. Social Sciences are a scientific project focused on interdisciplinarity, theoretical and methodological plurality. This discussion is developed from the systems of relationships between social phenomena in the coordinates of time and place, and in the socio-historical contexts in which they are integrated. A pandemic is a complex phenomenon as it is always a point of articulation between natural and social determinations. The space of the discourse on the COVID-19 pandemic can be understood as the expression of a coalition of discourses, i.e., the interaction of various discourses, combined in re-interpretative modalities of certain realities and social phenomena. The circumstantial coalitions of interests, which shape the different discursive records and actions produced by different agents of distinct social spaces, enable the acknowledgement and legitimation of this pandemic threat and danger, and the promotion of its public management.

ACS Style

Carlos Miguel Ferreira; Maria José Sá; José Garrucho Martins; Sandro Serpa. The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences. Societies 2020, 10, 77 .

AMA Style

Carlos Miguel Ferreira, Maria José Sá, José Garrucho Martins, Sandro Serpa. The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences. Societies. 2020; 10 (4):77.

Chicago/Turabian Style

Carlos Miguel Ferreira; Maria José Sá; José Garrucho Martins; Sandro Serpa. 2020. "The COVID-19 Contagion–Pandemic Dyad: A View from Social Sciences." Societies 10, no. 4: 77.

Journal article
Published: 01 October 2020 in Universal Journal of Educational Research
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The pandemic caused by COVID-19 has profound consequences on social, economic and cultural life worldwide, and is affecting, throughout the world, the regular functioning of educational institutions at all levels, with their temporary shutdown and the impossibility of face-to-face classes. This study aims to add to the analysis of the implications of this context in the reformulation of education shaped by the digital. To fulfill this goal, the authors carried out a document collection, and also mobilized their experience in the research and teaching of this topic. It is concluded that these unforeseen circumstances may be a key moment of opportunity for reformulating teaching, with the implementation, development and dissemination among teachers and students of digital technologies in shaping a society that is, itself, increasingly digital, notably Society 5.0. To this end, and as main implications, the agents of the educational process, teachers and students, due to their traits and various reasons, will have to prepare for student-centered learning through the intentional and sensible mobilization of digital technologies in a complex process, in which each agent will be, ultimately, a critical content creator with enhanced digital literacy. In the contemporary digital society, the school needs to reinvent itself, which is even more pressing with the Covid-19 pandemic. Aspects such as training, internet access infrastructure, hardware and software, digital literacy, and students and academics' teaching and learning strategies are essential. The school offers, thus, a critical contribution to social cohesion and social equity through digital inclusion in education for sustainable development.

ACS Style

Maria José Sá; Sandro Serpa. COVID-19 and the Promotion of Digital Competences in Education. Universal Journal of Educational Research 2020, 8, 4520 -4528.

AMA Style

Maria José Sá, Sandro Serpa. COVID-19 and the Promotion of Digital Competences in Education. Universal Journal of Educational Research. 2020; 8 (10):4520-4528.

Chicago/Turabian Style

Maria José Sá; Sandro Serpa. 2020. "COVID-19 and the Promotion of Digital Competences in Education." Universal Journal of Educational Research 8, no. 10: 4520-4528.

Journal article
Published: 10 July 2020 in Academic Journal of Interdisciplinary Studies
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The need to demonstrate high organisational efficiency has become central. In this context, organisational assessment becomes a critical element, although the specificities of each organisation are indisputable and have to be considered in their assessment. This paper aims to reflect on a specific type of diagnostic assessment – SWOT (Strengths, Weaknesses, Opportunities and Threats) – in its potential, implementation and limitations and, thus, to add to the analysis of organisations. For this purpose, the methodology used was based on the researchers’ reflection and discussion of an empirical process of organisational diagnosis. The results of this reflection allow concluding that the SWOT diagnostic assessment needs to incorporate, in its systematic analysis, a prospective dimension to improve its efficiency in organisational strategy.

ACS Style

Sandro Serpa; Carlos Miguel Ferreira; Maria José Sá. The Potential of Organisations’ SWOT Diagnostic Assessment. Academic Journal of Interdisciplinary Studies 2020, 9, 93 .

AMA Style

Sandro Serpa, Carlos Miguel Ferreira, Maria José Sá. The Potential of Organisations’ SWOT Diagnostic Assessment. Academic Journal of Interdisciplinary Studies. 2020; 9 (4):93.

Chicago/Turabian Style

Sandro Serpa; Carlos Miguel Ferreira; Maria José Sá. 2020. "The Potential of Organisations’ SWOT Diagnostic Assessment." Academic Journal of Interdisciplinary Studies 9, no. 4: 93.

Articles
Published: 07 June 2020 in European Journal of Higher Education
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The literature on higher education student success offers a considerable set of definitions of this concept, reflecting its semantic polysemy. This is understandable, inasmuch that the highly competitive environment where higher education institutions operate requires that they constantly seek legitimation and competitive advantage based on their students’ success. The purpose of this paper is to understand how the different institutional actors perceive and define higher education student success. The study uses a qualitative methodology and data collection instruments used are semi-structured interviews and document analysis. Results allow concluding that, according to the institutional actors’ perceptions, defining success based solely on academic performance is reductionist and limits this concept to only one sphere of the students’ global experience. The result of academic performance is a quantitative indicator of student success; however, while being necessary, it is not sufficient to define this concept. This indicator has to be complemented by others so that it can be ascertained whether or not a student has achieved success. Students build their perceptions of success based on the multiplicity and complexity of experiences they go through in higher education, influenced by the HEI features and mediated by their personal history and their life project.

ACS Style

Maria José Sá. ‘The secret to success’. Becoming a successful student in a fast-changing higher education environment. European Journal of Higher Education 2020, 10, 420 -435.

AMA Style

Maria José Sá. ‘The secret to success’. Becoming a successful student in a fast-changing higher education environment. European Journal of Higher Education. 2020; 10 (4):420-435.

Chicago/Turabian Style

Maria José Sá. 2020. "‘The secret to success’. Becoming a successful student in a fast-changing higher education environment." European Journal of Higher Education 10, no. 4: 420-435.

Journal article
Published: 10 May 2020 in Academic Journal of Interdisciplinary Studies
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The academic editor has been, and still is, the gatekeeper of peer-reviewed scientific publications, by being whom, ultimately, defines whether or not a manuscript can be published. At a time of profound transformation in the context of scientific publication (digital publishing, open access, preprint, open peer review,...) and the expectations, inside and outside academia, towards academic publication, this perspective paper aims to add to the discussion of the (re)formulation of the academic editor’s role, considering that he or she, in this panoply of changes, continues, and will continue to be, the ultimate guardian of the scientific quality of what is published.

ACS Style

Sandro Serpa; Maria José Sá; Ana Isabel Santos; Carlos Miguel Ferreira. Challenges for the Academic Editor in the Scientific Publication. Academic Journal of Interdisciplinary Studies 2020, 9, 12 .

AMA Style

Sandro Serpa, Maria José Sá, Ana Isabel Santos, Carlos Miguel Ferreira. Challenges for the Academic Editor in the Scientific Publication. Academic Journal of Interdisciplinary Studies. 2020; 9 (3):12.

Chicago/Turabian Style

Sandro Serpa; Maria José Sá; Ana Isabel Santos; Carlos Miguel Ferreira. 2020. "Challenges for the Academic Editor in the Scientific Publication." Academic Journal of Interdisciplinary Studies 9, no. 3: 12.

Journal article
Published: 10 January 2020 in Journal of Educational and Social Research
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Social media, including digital social networks, runs through a large part of society. This position paper analyses the social media centrality in identity (re)construction in higher education, seeking to add to the understanding of the social media’s role in the identity, both in the individual dimension – of several higher education actors (academics and students) – and in the identity of higher education institutions. In methodological terms, a selection and review of publications addressing this topic were conducted. Results allow concluding that it is critical to consider the growing relevance of digital social networks in shaping these actors’ identity, without disregarding the individual situations of great limitation or even rejection by the presence of digital social networks in identity (re)construction. Regarding the implications, at the theoretical level and according to the existing corpus of knowledge, there is a need for further studies to deepen the understanding of this topic. As a practical implication, while the presence of digital social media in human relationships is unavoidable in many instances, the intentional and relevant mobilization of these digital social media is crucial, both for higher effectiveness and efficacy of the academic-student interaction and for the dissemination and positive image of higher education institutions and academics.

ACS Style

Maria José Sá; Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. Social Media Centrality in Identity (Re)construction in Higher Education. Journal of Educational and Social Research 2020, 10, 11 .

AMA Style

Maria José Sá, Sandro Serpa, Carlos Miguel Ferreira, Ana Isabel Santos. Social Media Centrality in Identity (Re)construction in Higher Education. Journal of Educational and Social Research. 2020; 10 (1):11.

Chicago/Turabian Style

Maria José Sá; Sandro Serpa; Carlos Miguel Ferreira; Ana Isabel Santos. 2020. "Social Media Centrality in Identity (Re)construction in Higher Education." Journal of Educational and Social Research 10, no. 1: 11.

Journal article
Published: 01 January 2020 in The International Journal of Educational Organization and Leadership
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The meta-reflection presented herein seeks to analyze the contribution of organizational learning culture in the promotion of improved effectiveness and efficiency as the ultimate goal of any organization. It will focus, in particular, on educational organizations. Thus, the research question that guides this study is as follows: what is the contribution of organizational learning culture to the improvement of effectiveness and efficiency of organizations in general, and especially of educational organizations? To answer this question, the authors carried out in January 2019 a comprehensive collection, selection and review of publications that address this topic. An internet literature search of publications indexed in the Web of Knowledge, Scopus, and Scielo databases was performed. The analysis concluded that, with acknowledgement of the limitations of the study, an organizational learning culture can provide positive contributions to the operation of educational organizations such as schools and improve students’ results.

ACS Style

Sandro Serpa; Maria José Sá; Carlos Miguel Ferreira. Organizational Learning Culture in Effective Improvement of Educational Organizations. The International Journal of Educational Organization and Leadership 2020, 27, 1 .

AMA Style

Sandro Serpa, Maria José Sá, Carlos Miguel Ferreira. Organizational Learning Culture in Effective Improvement of Educational Organizations. The International Journal of Educational Organization and Leadership. 2020; 27 (1):1.

Chicago/Turabian Style

Sandro Serpa; Maria José Sá; Carlos Miguel Ferreira. 2020. "Organizational Learning Culture in Effective Improvement of Educational Organizations." The International Journal of Educational Organization and Leadership 27, no. 1: 1.

Journal article
Published: 10 November 2019 in Academic Journal of Interdisciplinary Studies
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ACS Style

Ana Isabel Santos; Carlos Miguel Ferreira; Maria José Sá; Sandro Serpa. Reading on Paper and Scrolling Text on a Screen in Academic Learning. Academic Journal of Interdisciplinary Studies 2019, 8, 1 .

AMA Style

Ana Isabel Santos, Carlos Miguel Ferreira, Maria José Sá, Sandro Serpa. Reading on Paper and Scrolling Text on a Screen in Academic Learning. Academic Journal of Interdisciplinary Studies. 2019; 8 (3):1.

Chicago/Turabian Style

Ana Isabel Santos; Carlos Miguel Ferreira; Maria José Sá; Sandro Serpa. 2019. "Reading on Paper and Scrolling Text on a Screen in Academic Learning." Academic Journal of Interdisciplinary Studies 8, no. 3: 1.

Journal article
Published: 19 June 2019 in Postmodern Openings
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ACS Style

Maria José Sampaio de Sá; Carlos Miguel Ferreira; Sandro Serpa. (Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World? Postmodern Openings 2019, 10, 84 -113.

AMA Style

Maria José Sampaio de Sá, Carlos Miguel Ferreira, Sandro Serpa. (Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World? Postmodern Openings. 2019; 10 (2):84-113.

Chicago/Turabian Style

Maria José Sampaio de Sá; Carlos Miguel Ferreira; Sandro Serpa. 2019. "(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?" Postmodern Openings 10, no. 2: 84-113.

Journal article
Published: 01 May 2019 in Journal of Educational and Social Research
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Academic conferences have always been privileged spaces and moments for the dissemination of new scientific knowledge, as well as for social interaction and for the establishment and development of social networks among scientists. However, the virtual dimension of conferences, in which individuals are not physically present in the same place, begins to emerge as an increasingly used possibility, which implies a different framing of these scientific events. This paper seeks to comparatively analyse several models of academic conferences, putting forth their advantages, limitations and potentials. Furthermore, it also seeks to reasonably envision the importance and challenges to be faced in the near future. The analysis allows concluding that virtual conferences tend to take on an increasingly central role in this type of scientific dissemination, but without totally relegating the conference mode with face-to-face interaction. Moreover, there may be conferences that emerge as a hybrid between these two types of conferences, in an attempt to provide their main benefits to the various participants. However, the insufficient literature on this topic calls for the need to develop and deepen studies in this area that allow understanding this academic and social, but also economic phenomenon, in its broader implications.

ACS Style

Maria José Sá; Carlos Miguel Ferreira; Sandro Serpa. Virtual and Face-To-Face Academic Conferences: Comparison and Potentials. Journal of Educational and Social Research 2019, 9, 35 -47.

AMA Style

Maria José Sá, Carlos Miguel Ferreira, Sandro Serpa. Virtual and Face-To-Face Academic Conferences: Comparison and Potentials. Journal of Educational and Social Research. 2019; 9 (2):35-47.

Chicago/Turabian Style

Maria José Sá; Carlos Miguel Ferreira; Sandro Serpa. 2019. "Virtual and Face-To-Face Academic Conferences: Comparison and Potentials." Journal of Educational and Social Research 9, no. 2: 35-47.

Editorial
Published: 23 March 2019 in Sustainability
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The Special Issue of the journal Sustainability—The importance of Sociology of Education for a sustainable future, aims to offer a contribution to the deepening of the relationship between the Sociology of Education and sustainability. There are seven published papers that, to a greater or lesser degree, problematize this relationship. This editorial presents this Special Issue, the published papers, contextualising this topic in contemporary science, concluding that this potential has room to be fully developed.

ACS Style

Sandro Serpa; Maria José Sá. Sociology of Education for a Sustainable Future. Sustainability 2019, 11, 1757 .

AMA Style

Sandro Serpa, Maria José Sá. Sociology of Education for a Sustainable Future. Sustainability. 2019; 11 (6):1757.

Chicago/Turabian Style

Sandro Serpa; Maria José Sá. 2019. "Sociology of Education for a Sustainable Future." Sustainability 11, no. 6: 1757.

Journal article
Published: 01 January 2019 in Knowledge Management: An International Journal
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ACS Style

Maria José Sá; Carlos Miguel Ferreira; Sandro Serpa. Science Communication and Online Social Networks: Challenges and Opportunities. Knowledge Management: An International Journal 2019, 19, 1 .

AMA Style

Maria José Sá, Carlos Miguel Ferreira, Sandro Serpa. Science Communication and Online Social Networks: Challenges and Opportunities. Knowledge Management: An International Journal. 2019; 19 (2):1.

Chicago/Turabian Style

Maria José Sá; Carlos Miguel Ferreira; Sandro Serpa. 2019. "Science Communication and Online Social Networks: Challenges and Opportunities." Knowledge Management: An International Journal 19, no. 2: 1.

Preprint
Published: 25 October 2018
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Sustainability, sustainable development and education for sustainable development are increasingly central concepts, both in social practice and in the field of scientific knowledge. Sociology, and in particular Sociology of Education as a specialised Sociology, can provide relevant contributions in its promotion. This article aims to explore the importance of Sociology of Education in promoting sustainability literacy in higher education, using the Sustainable Development Goals and key competencies (United Nations and UNESCO) as the central reference in this field, and intends, thus, to become an added contribution for this discussion. The article seeks to demonstrate that the learning of sustainability literacy would benefit from the use of a sociological stance throughout this whole process that considers dimensions that are often not directly emphasised and articulated between each other, such as: interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and use of Sociology for action.

ACS Style

Sandro Serpa; Maria José Sá. Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education. 2018, 1 .

AMA Style

Sandro Serpa, Maria José Sá. Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education. . 2018; ():1.

Chicago/Turabian Style

Sandro Serpa; Maria José Sá. 2018. "Exploring Sociology of Education in the Promotion of Sustainability Literacy in Higher Education." , no. : 1.

Essay
Published: 22 August 2018 in Education Sciences
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At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

ACS Style

Maria José Sá; Sandro Serpa. Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Education Sciences 2018, 8, 126 .

AMA Style

Maria José Sá, Sandro Serpa. Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Education Sciences. 2018; 8 (3):126.

Chicago/Turabian Style

Maria José Sá; Sandro Serpa. 2018. "Transversal Competences: Their Importance and Learning Processes by Higher Education Students." Education Sciences 8, no. 3: 126.

Articles
Published: 19 May 2017 in Journal of Further and Higher Education
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The role of the university in society and the economy is evolving. Universities produce knowledge that promotes technological developments, which are, in turn, critical to economic growth and competitiveness in the global economy. Therefore, it is increasingly expected that universities become more entrepreneurial and assume this third mission in order to promote innovation and development through the provision of technologies and business ventures. Drawing on data collected for The Changing Academic Profession Project – a comparative survey of the academic profession carried out in 19 countries from all over the world – this article explores Portuguese academic entrepreneurship engagement based on the involvement in the process of technology transfer as an activity performed in the context of research activities. It thus aims to contribute to knowledge about academics’ engagement in entrepreneurial activity. Results from this study suggest that Portuguese academics are fairly involved in entrepreneurial activities and that there is an overall positive attitude towards application of research to real problems. Furthermore, it was possible to see that academics involved in processes of technology transfer are not only focused on activities such as research but also service to the outside community. However, when comparing academics involved and not involved in entrepreneurial activities, several significant differences are found in their attitudes, perceptions and behaviours.

ACS Style

Elisabete Sá; Diana Dias; Maria José Sá. Towards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer. Journal of Further and Higher Education 2017, 42, 784 -796.

AMA Style

Elisabete Sá, Diana Dias, Maria José Sá. Towards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer. Journal of Further and Higher Education. 2017; 42 (6):784-796.

Chicago/Turabian Style

Elisabete Sá; Diana Dias; Maria José Sá. 2017. "Towards the university entrepreneurial mission: Portuguese academics’ self-perspective of their role in knowledge transfer." Journal of Further and Higher Education 42, no. 6: 784-796.

Journal article
Published: 10 November 2015 in Educação
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Este trabalho tem como objetivo destacar o processo de ensino e aprendizagem no ensino superior (ES) como um espaço privilegiado para a (re)afirmação da autonomia acadêmica e construção da autonomia profissional. Para tanto, congrega uma reflexão sobre fatores que afetam o (in)sucesso de estudantes no ES e duas experiências formativas – uma que centra a atenção na relação estabelecida na supervisão de ensino como possibilidade de desencadear diálogos com o conhecimento autônomo, e outra que tem como foco a construção da profissionalidade docente de estudantes em processo de formação inicial, no âmbito do desafio da gestão compartilhada da organização do trabalho pedagógico. Nesse contexto, ao indiciar possibilidades da participação ativa na gestão da aula e alternativas de intervenção formativa, o estudo tem como horizonte contribuir na reflexão sobre saberes e fazeres docentes no âmbito da complexidade de se pensar o sucesso acadêmico do estudante em formação.

ACS Style

Maria José Sá; Elisabete Ferreira; Katia Maria Da Cruz Ramos. Saberes e fazeres docentes: uma reflexão sobre autonomia e sucesso no ensino superior. Educação 2015, 38, 280 -288.

AMA Style

Maria José Sá, Elisabete Ferreira, Katia Maria Da Cruz Ramos. Saberes e fazeres docentes: uma reflexão sobre autonomia e sucesso no ensino superior. Educação. 2015; 38 (2):280-288.

Chicago/Turabian Style

Maria José Sá; Elisabete Ferreira; Katia Maria Da Cruz Ramos. 2015. "Saberes e fazeres docentes: uma reflexão sobre autonomia e sucesso no ensino superior." Educação 38, no. 2: 280-288.

Articles
Published: 13 February 2015 in British Journal of Guidance & Counselling
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Family has an undeniable influence upon the career construction of higher education (HE) students, since it is a primary source of their socialisation. This article presents a qualitative analysis of 30 interviews conducted with first-year students, aimed at understanding the relationship between family sociocultural status and career choice and the perceived meaning in the family of the enrolment of one of their elements in HE. Results show that HE students came mainly from economic, cultural and social upper classes. It was a ‘logic path’, for who would inherit in the adult age, not only the economic capital, but also the relational capital. The educational and economic resources of the students' families are key factors in the choice to pursue HE studies, rather than the professional world.

ACS Style

Diana Dias; Maria José Sá. Academic promises and family (dis)enchantments: clues for guidance and counselling in higher education. British Journal of Guidance & Counselling 2015, 44, 1 -15.

AMA Style

Diana Dias, Maria José Sá. Academic promises and family (dis)enchantments: clues for guidance and counselling in higher education. British Journal of Guidance & Counselling. 2015; 44 (1):1-15.

Chicago/Turabian Style

Diana Dias; Maria José Sá. 2015. "Academic promises and family (dis)enchantments: clues for guidance and counselling in higher education." British Journal of Guidance & Counselling 44, no. 1: 1-15.