Alberto Amaral

  • Através do contributo dos vários autores, o livro vai promover uma ação crítica e fundamental para o desenvolvimento do Ensino Superior e do País. Pensar a Avaliação do Ensino Superior - Um livro sobre um tema controverso essencial e dominante na vida das pessoas e Instituições de Ensino Superior. Uma ferramenta fundamental para que as falhas, e mesmo erros, possam ser encontradas e corrigidas. O Sindicato Nacional do Ensino Superior, associação sindical de docentes e investigadores (SNESup), na sua função de parceiro social, mais uma vez cumpre a sua função de parceiro agregador numa área em que, pelos efeitos inovador e multiplicador que tem, como é o Ensino em geral e por maioria de razão o Ensino Superior, o debate é essencial. Procura-se também contribuir para uma atualização das funções e dos impactos das instituições e organizações que lhes permita responder aos desafios deste Século XXI, abandonando a conceção unicamente reivindicativa que em contextos passados os Sindicatos tiveram, de acordo com as problemáticas e temáticas nesses tempos vividas. A diversidade das opiniões e posições aqui expressas por um grupo de interessados sobre o tema é, sem dúvida, uma riqueza não só para o debate atual mas para a motivação de uma desejável continuação das polémicas que se espera no futuro. Estrutura da obra: I. A Avaliação do Ensino Superior - Pedro Lourtie II. Uma Primeira Análise sobre a Avaliação do Ensino Superior- Abrindo o Debate - A Mudança da Universidade e a Avaliação dos Académicos - Alberto Amaral - A Avaliação do (no) Ensino Superior - Fernando de Almada - Pensar a Avaliação do Ensino Superior - Jesus Maria Sousa, José Sílvio Fernandes, Ana Catarina Fernando, Helder Arsénio Lopes - Avaliação de Desempenho: Competição ou Cooperação - José Ferreira Gomes - O Desafio de Avaliar o Ensino Superior - Michael Seufert III. Crítica às Outras Posições: A Controvérsia - O Comentário de Alberto Amaral - O Comentário de Fernando de Almada - O Comentário de Jesus Maria Sousa, José Sílvio Fernandes, Ana Catarina Fernando, Helder Arsénio Lopes - O Comentário de José Ferreira Gomes IV. Resposta às Críticas: Continuação da Controvérsia - A Resposta de Alberto Amaral - A Resposta de Fernando de Almada - A Resposta de Jesus Maria Sousa, José Sílvio Fernandes, Ana Catarina Fernando Helder Arsénio Lopes V. Reflexões Finais sobre a Avaliação do Ensino Superior - António Vicente

  • The high level Douro seminars are now a well-established tradition in the annual activities promoted by Hedda, a European consortium of nine centres and ins- tutes devoted to research on higher education, and CIPES, its Portuguese associated centre. At the seminars, each member of a small group of invited researchers presents and discusses an original research-based paper that is revised afterwards taking into account the comments of the participating colleagues. The revised papers form the basis for the annual thematic book published by Springer in the book series called Higher Education Dynamics (HEDY). Paying tribute to the regularity of the seminars, it was decided that the volumes originating from the initiative would be collected in a `series in the series' called the Douro Series. Previous seminars were dedicated to in-depth analyses of different aspects of higher education systems and institutions, including institutional governance, the emergence of managerialism, markets as instruments of public policy, cost-sharing and accessibility of students to higher education and developments in quality assurance. The present volume aims at analysing the change process which the European university is undergoing as a consequence of European integration efforts. In the case of higher education, these have materialised, amongst other things, in the - plementation of the Bologna process, while the Lisbon summit also has important consequences for the university. In March 2000, the Lisbon European Council set the goal for the EU to become the most competitive and dynamic knowledge-based society in the world by 2010.

  • A comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the measures taken to address them. The substantive chapters are preceded by a detailed Introductory overview that places the issues treated in this volume in a solidly European perspective and sets out explicitly the differences in the dominant political, cultural and social values that set Portuguese as other Continental European systems of higher education apart from their Anglo Saxon counterparts.

  • This book presents a critical analysis of the implementation of the Bologna Process, its achievements and consequences, as well as its failures and lack of convergence problems. Over the last decade the implementation of the Bologna Process, an ambitious reform of European higher education systems, has attracted attention from politicians, academics, students and scholars in higher education policy. Taking Portugal as a case study, the book includes an analysis of the perceptions and the practices, formed at the institutional level in respect of the key objectives laid down at the European level, namely employability, mobility and attractiveness. 

  • This book analyses the range of potential measures national quality assurance agencies may have to employ to deal with the new issues caused by Cross Border Higher Education (CBHE). The expansion of CBHE raises quality problems, which are currently assessed differently depending on the countries concerned. This has been exacerbated by the growth of Massive Open Online Courses (MOOCs) which have developed very quickly and can be prone to rogue providers. This book considers the steps that have already been taken to ensure quality as well as those ahead. It is important that the swift growth of CBHE is not just seen as a means to increase the revenues of higher education institutions faced with decreasing public funding but also as a means to keep educational standards high.  

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    This volume contains a comprehensive international discussion of the state of the art of implementation analysis in higher education and an extensive review of relevant recent literature. Starting from the now classical 1986 book of Ladislav Cerych and Paul Sabatier (1986), "Great Expectations and Mixed Performance: the implementation of higher education reforms in Europe", Paul Sabatier, Åse Gornitzka with Svein Kyvik and Bjørn Stensaker, and Maurice Kogan present a critical appreciation of that initial work and a review and critical appraisal of current empirical policy research in higher education.
    In the second part, a set of chapters analyses the effective and specific complexities of the implementation of higher education policies in several countries, offering a wide variety of situations both in terms of duration of implementation, legal objectives, adequacy of causal theories underlying the reforms, adequacy of financial resources and degree of commitment of the main actors of the process. Some of these chapters use alternative theoretical frameworks developed since the 1986 Cerych and Sabatier theorization, to interpret the empirical results and some national cases do not fall into the scope of Cerych and Sabatier's analysis. The national case studies are the following: Australia (2), Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States. This variety of national cases, drawn from the world of higher education, represents an updated collection of empirical material analysed from the perspective of new theoretical approaches to policy implementation.

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    This book provides a broad understanding of whether law plays a role in influencing patterns of sustainable consumption and, if so, how. Bringing together legal scholars from the Global South and the Global North, it examines these questions in the context of national, transnational and international law, within single and plural legal systems, and across a range of sector-specific issue areas.
    The chapters identify how traditional legal disciplines (e.g. constitutional law, consumer law, public procurement, international public law), sector-related regulation (e.g. energy, water, waste), and legal rules in specific areas (e.g. eco-labelling and packing) engage with the concept of sustainable consumption. A number of the contributions describe this relationship by isolating a national legal system, while others approach it from the vantage point of legal pluralism, exploring the conflicts and convergences of rules between multiple international treaties (or guidelines) and those between the rules of international and transnational law (or both) vis-à-vis national legal systems. 
    While sustainable consumption is recognised as an important field of interdisciplinary research linking virtually all social science disciplines, legal scholarship, in contrast, has neglected the importance of the field of sustainable consumption to the law. This book fills the gap.

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    This book offers a multidisciplinary approach to the Dispute Settlement Mechanism (DSM) by bringing together contributions from legal scholars and political scientists. Most of the authors belong to a tightly knit legal epistemic community, trained at the University of São Paulo and at the top-ranked research and policy centers on WTO law in Europe.
    Presenting a novel and unique perspective on the DSM, it provides an analysis of current themes at the heart of the WTO Dispute Settlement Mechanism through the lenses of scholars with a "developing country" perspective.
    Focusing on assessment, substance, and process, it presents a three-fold approach to the analysis and offers a singular contribution to the scholarly literature on the WTO. 
    The book discusses the topic from the viewpoint of individuals deeply involved in the scholarly production as well as the daily operation of the mechanism. The contributors include academics in the fields of international economic law and political science, diplomats, individuals engaged in legal private practice, and individuals affiliated with the WTO as well as WTO-related think tanks. The result is a balanced perspective on pressing issues that have arisen and that are likely to remain at the center of the scholarly and policy debate for years to come.