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Teresa Carvalho is an associate professor with agregação (Habilitation) at the University of Aveiro, Portugal. She is the vice-dean of the Department of Social, Political and Territorial Sciences, the director of the PhD program in public policies and director of research center CIPES (Center for Research in Higher Education Policies). She is a member of the executive committee of the ESA - European Sociological Association since 2016. She was also a member of the executive committee of RC52 Sociology of Professional Groups of International Sociological Association (ISA). She has got experience in research in governance and new public management, health and higher education professions and gender in higher education. She was one of the founding members of WHEM (Women in Higher Education Management) research network. She has been involved in several international and national research projects. She has published her work in these areas in reference journals in the field of higher education and co-edited some national and international books.
Teresa Carvalho; Sónia Cardoso; João Marques. WHO IS WHO? PUBLICATION PROFILES OF PORTUGUESE ACADEMICS. EDULEARN21 Proceedings 2021, 2980 -2989.
AMA StyleTeresa Carvalho, Sónia Cardoso, João Marques. WHO IS WHO? PUBLICATION PROFILES OF PORTUGUESE ACADEMICS. EDULEARN21 Proceedings. 2021; ():2980-2989.
Chicago/Turabian StyleTeresa Carvalho; Sónia Cardoso; João Marques. 2021. "WHO IS WHO? PUBLICATION PROFILES OF PORTUGUESE ACADEMICS." EDULEARN21 Proceedings , no. : 2980-2989.
The European Union’s (EU) decision to become ‘the most competitive and dynamic knowledge-based society in the world’ by 2000 included key policies such as the creation of a European Research Area (ERA) and a European Higher Education Area (EHEA) capable of attracting academics from other countries. Recruiting the best academics, and especially the best researchers, has become an issue of increasing importance in European higher education policy, with numerous studies reflecting the way these policies are translated at the national level. However, little is known about institutional policies to attract international academics. This is particularly challenging in countries that have faced severe economic crisis in the past years, as is the case of Portugal. This chapter introduces an overview of the situation of international academics in Portugal and analyses, based on a case study of two universities, the institutional policies that have been defined to recruit these academics. The analysis of qualitative data deriving from semi-structured interviews with key institutional decision-makers reveals that institutions experience difficulties in defining clear policies in this matter, although differences can be found between institutions.
Teresa Carvalho; Sónia Cardoso; Sara Diogo; Cristina Sin; Pedro Videira. Institutional Policies to Attract International Academics in Portugal in an Adverse Context. International Faculty in Asia 2021, 153 -169.
AMA StyleTeresa Carvalho, Sónia Cardoso, Sara Diogo, Cristina Sin, Pedro Videira. Institutional Policies to Attract International Academics in Portugal in an Adverse Context. International Faculty in Asia. 2021; ():153-169.
Chicago/Turabian StyleTeresa Carvalho; Sónia Cardoso; Sara Diogo; Cristina Sin; Pedro Videira. 2021. "Institutional Policies to Attract International Academics in Portugal in an Adverse Context." International Faculty in Asia , no. : 153-169.
The 2030 Agenda for Sustainable Development now guides public administrations in conveying all their functions. The 17 Sustainable Development Goals (SDG), directly or indirectly, need effective public services and officials for successful implementation. Although working in public entities has been related to ‘a sense of duty and morality’, literature reports that motivation and sense of self-worth among public officials have been declining for many years, which in turn can endanger their performance, diminish their willingness to attend to civic affairs, and become committed to their organisation. Public officials’ motivation has been widely addressed through the lens of public service motivation and public sector motivation. Fewer studies, however, have focused on the factors of choice at a pre-level entry. This paper intends to address this gap by pondering on what influences student’s intention to work in the public sector. Understanding what drives potential future public officials’ motivation is crucial for public service sector effectiveness. Following a case study approach with a sample of 2251 undergraduate and post-graduate students of a Portuguese university, findings show an attribution of similar strengths and shortcomings to public and nonprofit sectors, a more positive perception of the private sector and job stability as the strongest motivation.
Gonçalo Santinha; Teresa Carvalho; Teresa Forte; Alexandre Fernandes; Jéssica Tavares. Profiling Public Sector Choice: Perceptions and Motivational Determinants at the Pre-Entry Level. Sustainability 2021, 13, 1272 .
AMA StyleGonçalo Santinha, Teresa Carvalho, Teresa Forte, Alexandre Fernandes, Jéssica Tavares. Profiling Public Sector Choice: Perceptions and Motivational Determinants at the Pre-Entry Level. Sustainability. 2021; 13 (3):1272.
Chicago/Turabian StyleGonçalo Santinha; Teresa Carvalho; Teresa Forte; Alexandre Fernandes; Jéssica Tavares. 2021. "Profiling Public Sector Choice: Perceptions and Motivational Determinants at the Pre-Entry Level." Sustainability 13, no. 3: 1272.
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.
Nicolai Götze; Teresa Carvalho; Timo Aarrevaara. Academics’ Societal Engagement in Diverse European Binary Higher Education Systems: A Cross-Country Comparative Analysis. Higher Education Policy 2021, 34, 88 -109.
AMA StyleNicolai Götze, Teresa Carvalho, Timo Aarrevaara. Academics’ Societal Engagement in Diverse European Binary Higher Education Systems: A Cross-Country Comparative Analysis. Higher Education Policy. 2021; 34 (1):88-109.
Chicago/Turabian StyleNicolai Götze; Teresa Carvalho; Timo Aarrevaara. 2021. "Academics’ Societal Engagement in Diverse European Binary Higher Education Systems: A Cross-Country Comparative Analysis." Higher Education Policy 34, no. 1: 88-109.
Political discourse and policy reforms worldwide have highlighted the importance of promoting the knowledge economy by stimulating academics’ societal engagement (ASE). Such narratives partly aim at influencing academics’ attitudes and behaviors. Earlier work that has investigated such influence has tended to overlook the development in humanities and social science, and focused on science, technology, engineering, and mathematics fields. This paper contributes to filling this gap. Based on the assumption that academics’ views are, to a significant extent, shaped during their early years in academia, we investigate whether there are generational differences in attitudes to ASE. Four different higher education systems, including both Napoleonic and Humboldtian models, are investigated: Germany, Sweden, Portugal, and Argentina. Our analysis of the results of the international Academic Profession in the Knowledge Society survey reveals marked country-level differences in the way academics perceive the importance of ASE activities. Overall, there is no strong evidence that the current generation of HSS academics has very different attitudes to ASE than previous generations. We do, however, find indications that post-2006 academics are more likely to consider ASE activities from an instrumental perspective.
Christian Schneijderberg; Anders Broström; Teresa Cavalho; Lars Geschwind; Monica Marquina; Lars Müller; Nicolas Reznik. Academics’ Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden. Higher Education Policy 2021, 34, 42 -65.
AMA StyleChristian Schneijderberg, Anders Broström, Teresa Cavalho, Lars Geschwind, Monica Marquina, Lars Müller, Nicolas Reznik. Academics’ Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden. Higher Education Policy. 2021; 34 (1):42-65.
Chicago/Turabian StyleChristian Schneijderberg; Anders Broström; Teresa Cavalho; Lars Geschwind; Monica Marquina; Lars Müller; Nicolas Reznik. 2021. "Academics’ Societal Engagement in the Humanities and Social Sciences: A Generational Perspective from Argentina, Germany, Portugal, and Sweden." Higher Education Policy 34, no. 1: 42-65.
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.
Sara Diogo; Teresa Carvalho; Zélia Breda. Nomination vs. election: do they influence women’s access to institutional decision-making bodies? Journal of Management and Governance 2020, 1 -20.
AMA StyleSara Diogo, Teresa Carvalho, Zélia Breda. Nomination vs. election: do they influence women’s access to institutional decision-making bodies? Journal of Management and Governance. 2020; ():1-20.
Chicago/Turabian StyleSara Diogo; Teresa Carvalho; Zélia Breda. 2020. "Nomination vs. election: do they influence women’s access to institutional decision-making bodies?" Journal of Management and Governance , no. : 1-20.
Teresa Carvalho; Sara Diogo. Non-tenured Teachers, Higher Education. The International Encyclopedia of Higher Education Systems and Institutions 2020, 2114 -2118.
AMA StyleTeresa Carvalho, Sara Diogo. Non-tenured Teachers, Higher Education. The International Encyclopedia of Higher Education Systems and Institutions. 2020; ():2114-2118.
Chicago/Turabian StyleTeresa Carvalho; Sara Diogo. 2020. "Non-tenured Teachers, Higher Education." The International Encyclopedia of Higher Education Systems and Institutions , no. : 2114-2118.
Teresa Carvalho. New Public Management and the Academic Profession. The International Encyclopedia of Higher Education Systems and Institutions 2020, 2092 -2097.
AMA StyleTeresa Carvalho. New Public Management and the Academic Profession. The International Encyclopedia of Higher Education Systems and Institutions. 2020; ():2092-2097.
Chicago/Turabian StyleTeresa Carvalho. 2020. "New Public Management and the Academic Profession." The International Encyclopedia of Higher Education Systems and Institutions , no. : 2092-2097.
Teresa Carvalho. Academic Perception of Governance and Management. The International Encyclopedia of Higher Education Systems and Institutions 2020, 45 -50.
AMA StyleTeresa Carvalho. Academic Perception of Governance and Management. The International Encyclopedia of Higher Education Systems and Institutions. 2020; ():45-50.
Chicago/Turabian StyleTeresa Carvalho. 2020. "Academic Perception of Governance and Management." The International Encyclopedia of Higher Education Systems and Institutions , no. : 45-50.
The current environment that characterises the software industry is extremely dynamic and somewhat complex demanding high-performance solutions, rapid development, and cost-efficiency. Given this scenario, industry is forced to search for new partners, with the university-industry collaboration representing a fundamental resource in promoting innovation and technological development. This study aims to obtain and analyse the perceptions and experiences of representatives of this industry and the university, in order to identify a set of factors that could enhance and/or be the source of a sustainable collaboration, based on knowledge management. In nutshell, the results show that motivations are associated with the immediate opportunities or needs of each of those directly involved in the collaboration take priority, without building a sustainable collaboration. This collaboration is generally conducted through informal communication channels, which makes it difficult to capture and disseminate knowledge to other members of each of the related organisations.
Marcello Chedid; Teresa Carvalho; Leonor Teixeira. University-software industry collaboration: an empirical study based on knowledge management. Knowledge Management Research & Practice 2020, 1 -13.
AMA StyleMarcello Chedid, Teresa Carvalho, Leonor Teixeira. University-software industry collaboration: an empirical study based on knowledge management. Knowledge Management Research & Practice. 2020; ():1-13.
Chicago/Turabian StyleMarcello Chedid; Teresa Carvalho; Leonor Teixeira. 2020. "University-software industry collaboration: an empirical study based on knowledge management." Knowledge Management Research & Practice , no. : 1-13.
The traditional model of the research-based doctorate without a taught component and modelled on the traditional master-apprentice relationship seems to be changing in Europe. Although some authors argue that this model still prevails despite recent changes, the when and how it has become the ‘traditional’ model in Europe is less discussed. In this chapter, a reflection on current changes in doctoral education from a historical perspective is presented, discussing how the traditional model has been progressively losing centrality in favour of more structured models, such as doctoral schools and other similar structures. The chapter proposes a critical discussion on the emergence of these new structures aiming to institutionalise the new discourses about doctoral education in the context of the knowledge economy.
Alberto Amaral; Teresa Carvalho. From the Medieval Disputation to the Graduate School. Structural and Institutional Transformations in Doctoral Education 2020, 143 -173.
AMA StyleAlberto Amaral, Teresa Carvalho. From the Medieval Disputation to the Graduate School. Structural and Institutional Transformations in Doctoral Education. 2020; ():143-173.
Chicago/Turabian StyleAlberto Amaral; Teresa Carvalho. 2020. "From the Medieval Disputation to the Graduate School." Structural and Institutional Transformations in Doctoral Education , no. : 143-173.
This concluding chapter revisits the central themes that have emerged throughout the book, framed by the different contributions, by systematising them in a critical way. It stresses the deep structural and institutional transformations occurring in the forms and contents, locus of delivery and recipients of doctoral education, while discussing how these transformations are responding to social, political and students’ expectations. The chapter also critically reflects on the direction(s) doctoral education may take. It is expected this critical assessment to be useful not only for the next generation of doctoral candidates and their supervisors but also for policymakers, institutional leaders as well as potential employers, both inside and outside academia.
Teresa Carvalho; Sónia Cardoso. Conclusion: The Transformations in Doctoral Education—A Comprehensive and Critical Approach. Structural and Institutional Transformations in Doctoral Education 2020, 375 -389.
AMA StyleTeresa Carvalho, Sónia Cardoso. Conclusion: The Transformations in Doctoral Education—A Comprehensive and Critical Approach. Structural and Institutional Transformations in Doctoral Education. 2020; ():375-389.
Chicago/Turabian StyleTeresa Carvalho; Sónia Cardoso. 2020. "Conclusion: The Transformations in Doctoral Education—A Comprehensive and Critical Approach." Structural and Institutional Transformations in Doctoral Education , no. : 375-389.
Teresa Carvalho. New Public Management and Social Justice in Higher Education. Locating Social Justice in Higher Education Research 2020, 1 .
AMA StyleTeresa Carvalho. New Public Management and Social Justice in Higher Education. Locating Social Justice in Higher Education Research. 2020; ():1.
Chicago/Turabian StyleTeresa Carvalho. 2020. "New Public Management and Social Justice in Higher Education." Locating Social Justice in Higher Education Research , no. : 1.
Using the concept of stealth power and a critical realist perspective, this article identifies leadership practices that obscure the centralisation of power, drawing on data from interviews with 25 academic decision-makers in formal leadership positions in HERIs in Ireland, Italy and Turkey. Its key contribution is the innovative operationalisation of stealth power and the inductive identification of four practices which obscure that centralised power, i.e. rhetorical collegiality, agenda control, in-group loyalty and (at a deeper level) the invisibility of gendered power. The purpose of the article is emancipatory: by creating an awareness of these leadership practices, it challenges their persistence.
Pat O’Connor; Patricia Y Martin; Teresa Carvalho; Clare O’ Hagan; Liria Veronesi; Ornella Mich; Gulsun Saglamer; Mine G Tan; Hulya Caglayan. Leadership practices by senior position holders in Higher Educational Research Institutes: Stealth power in action? Leadership 2019, 15, 722 -743.
AMA StylePat O’Connor, Patricia Y Martin, Teresa Carvalho, Clare O’ Hagan, Liria Veronesi, Ornella Mich, Gulsun Saglamer, Mine G Tan, Hulya Caglayan. Leadership practices by senior position holders in Higher Educational Research Institutes: Stealth power in action? Leadership. 2019; 15 (6):722-743.
Chicago/Turabian StylePat O’Connor; Patricia Y Martin; Teresa Carvalho; Clare O’ Hagan; Liria Veronesi; Ornella Mich; Gulsun Saglamer; Mine G Tan; Hulya Caglayan. 2019. "Leadership practices by senior position holders in Higher Educational Research Institutes: Stealth power in action?" Leadership 15, no. 6: 722-743.
Teresa Carvalho; Tiago Correia. Editorial: Professions and Professionalism in Market-Driven Societies. Professions and Professionalism 2018, 8, 1 .
AMA StyleTeresa Carvalho, Tiago Correia. Editorial: Professions and Professionalism in Market-Driven Societies. Professions and Professionalism. 2018; 8 (3):1.
Chicago/Turabian StyleTeresa Carvalho; Tiago Correia. 2018. "Editorial: Professions and Professionalism in Market-Driven Societies." Professions and Professionalism 8, no. 3: 1.
This paper analyses academics’ perceptions about their current working and employment conditions, academic profession’s social prestige and their willingness to change profession. The aim is to discuss the extent to which academics are being affected by changes in higher education institutions and the academic profession as framed by managerialism, New Public Management and neoliberalism. Collected through a survey to all Portuguese academics, perceptions suggest a contradiction: while evidencing the deterioration of working conditions, academics maintain a positive view regarding the academic profession, evidenced by a predisposition to consider it as socially valued and worth to recommend. So, despite all changes, it seems that to Portuguese academics, working in academia is still worth, at least to some extent. The question is to know for how long.
Sónia Cardoso; Teresa Carvalho; Pedro Videira. Is It Still Worth Working In Academia? The Views from Portuguese Academics. Higher Education Policy 2018, 32, 663 -679.
AMA StyleSónia Cardoso, Teresa Carvalho, Pedro Videira. Is It Still Worth Working In Academia? The Views from Portuguese Academics. Higher Education Policy. 2018; 32 (4):663-679.
Chicago/Turabian StyleSónia Cardoso; Teresa Carvalho; Pedro Videira. 2018. "Is It Still Worth Working In Academia? The Views from Portuguese Academics." Higher Education Policy 32, no. 4: 663-679.
A partir do caso de uma universidade portuguesa, discutimos visões sobre o que deve ser uma Universidade Sustentável (US), bem como sobre as diferentes etapas necessárias à sua implementação. A discussão foi construída a partir da revisão da literatura sobre a sustentabilidade no ensino superior, análises de documentos da instituição, observação do campus e entrevistas com diferentes atores associados às questões relativas à sustentabilidade na universidade. A universidade estudada atua nas dimensões da sustentabilidade sugeridas na literatura, mas percebe-se que o processo de institucionalização de uma efetiva US encontra-se ainda em fase inicial. A partir do caso estudado são sugeridas ações estratégicas para as universidades que buscam a transição para US que incluem a adoção de uma perspectiva holística de US por meio da discussão e de documentos oficiais, a prática da gestão democrática e participativa, e a criação de canais formais de diálogo com a sociedade.
Marcelo Ximenes Aguiar Bizerril; Maria João Rosa; Teresa Carvalho. Construindo uma universidade sustentável: uma discussão baseada no caso de uma universidade portuguesa. Avaliação: Revista da Avaliação da Educação Superior (Campinas) 2018, 23, 424 -447.
AMA StyleMarcelo Ximenes Aguiar Bizerril, Maria João Rosa, Teresa Carvalho. Construindo uma universidade sustentável: uma discussão baseada no caso de uma universidade portuguesa. Avaliação: Revista da Avaliação da Educação Superior (Campinas). 2018; 23 (2):424-447.
Chicago/Turabian StyleMarcelo Ximenes Aguiar Bizerril; Maria João Rosa; Teresa Carvalho. 2018. "Construindo uma universidade sustentável: uma discussão baseada no caso de uma universidade portuguesa." Avaliação: Revista da Avaliação da Educação Superior (Campinas) 23, no. 2: 424-447.
T. Carvalho; Sara Diogo. Non-tenured Teachers, Higher Education. Encyclopedia of International Higher Education Systems and Institutions 2018, 1 -5.
AMA StyleT. Carvalho, Sara Diogo. Non-tenured Teachers, Higher Education. Encyclopedia of International Higher Education Systems and Institutions. 2018; ():1-5.
Chicago/Turabian StyleT. Carvalho; Sara Diogo. 2018. "Non-tenured Teachers, Higher Education." Encyclopedia of International Higher Education Systems and Institutions , no. : 1-5.
This paper examines how two Portuguese women rectors constructed narratives on their path to leadership positions and their performance of leadership roles. The study is based on a qualitative empirical analysis based on life story interviews with two women rectors in Portugal. The results from this research suggest that women rectors tend to develop narratives about their professional route to the top as based on merit and hard work, and tend to classify their leadership experience as gender-neutral and grounded on the establishment of good relationships with their peers along their professional path. These narratives may contribute to reinforcing the male norm that leads other women to blame themselves for not being able to progress in their career, hindering the creation of an organisational environment that is open to the development of institutional policies to improve equal opportunities. Portugal is a very interesting case study, considering that despite the long history of its higher education system and the high participation of women in higher education, there were only two women rectors in the country until 2014.
Teresa Carvalho; Sara Diogo. Women Rectors and Leadership Narratives: The Same Male Norm? Education Sciences 2018, 8, 75 .
AMA StyleTeresa Carvalho, Sara Diogo. Women Rectors and Leadership Narratives: The Same Male Norm? Education Sciences. 2018; 8 (2):75.
Chicago/Turabian StyleTeresa Carvalho; Sara Diogo. 2018. "Women Rectors and Leadership Narratives: The Same Male Norm?" Education Sciences 8, no. 2: 75.
Teresa Carvalho. New Public Management and the Academic Profession. Encyclopedia of International Higher Education Systems and Institutions 2018, 1 -6.
AMA StyleTeresa Carvalho. New Public Management and the Academic Profession. Encyclopedia of International Higher Education Systems and Institutions. 2018; ():1-6.
Chicago/Turabian StyleTeresa Carvalho. 2018. "New Public Management and the Academic Profession." Encyclopedia of International Higher Education Systems and Institutions , no. : 1-6.