ACTIVITY REPORT 2013 1. INTRODUCTION - a3es.pt Report 2013 EN.pdf · 1. INTRODUCTION The Agency for...

ACTIVITY REPORT 2013

1. INTRODUCTION The Agency for Higher Education Assessment and Accreditation, hereinafter referred to

as the Agency, or simply A3ES, completed in December 2012 the fourth year of its term

of office, which coincided with the end of the Management Board’s term of office. The

Board of Trustees decided to renew the term of office of all members for a further

period of four years. The Board of Trustees also terminated its five-year term, which

was renewed by the Council of Ministers.

In the fifth year of its existence, a cruising speed characterised the Agency's activity,

with assessment and accreditation procedures being essentially stabilized until the end

of the first regular accreditation cycle to be completed in 2016. The same could be said

about the certification of internal quality assurance systems, once the trial process has

been completed. The system for selecting students to participate as members of the

External Assessment Teams is also stabilized.

The Agency also prepared the process for its international assessment by ENQA, and

the respective self-assessment report was submitted within the deadline, but the

experts' visit is still pending, scheduled for January 2014.

The Agency's studies on the higher education network, the institutional profiles of public

universities and polytechnics, the formative efficiency of higher education institutions

and the employability of higher education graduates have been concluded and

published in the Agency's editions. The research and development activity was also

continued during this period.

2. RENEWAL OF THE AGENCY’S MANAGEMENT BODIES By resolution no. 28/2013 of 4 December of the Council of Ministers, the composition of

the Agency’s Board of Trustees was renewed as follows:

a) One-year extension of the term of office of trustees Professor Doctor João Lobo

Antunes (chair) and Professor Doctor Jorge Silva.

b) Appointment of new trustees Professor Doctor Eduardo Carrega Marçal Grilo,

Professor Doctor Fernando Manuel Ribeiro Branco and Professor Doctor

Adriano Moreira. In the Scientific Council, Professor Doctor Roberto Moscati, of Dipartimento di Scienze

Umane per la Formazione “Ricardo Massa” of Universitá degli Studi di Milano, replaced

Professor Doctor José Ginés Mora of the University of Valencia.

3. PRIOR ACCREDITATION OF NEW STUDY Programmes In the process of submitting applications for the prior accreditation of new study

programmes for the 2014/2015 academic year, 198 new applications were submitted

(see Table 1), representing a decrease of 23.5% compared to the previous period. This

decrease, which has been constantly verified in the past four years, represents a

stabilization of the system, once the implementation of the Bologna process has been

completed, namely with regard to the creation of new master's degrees.

Table 1 – Evolution of the number of applications for prior accreditation

PRIOR ACCREDITATION OF NEW STUDY PROGRAMMES NSP NSP NSP NSP NSP

(NSP) 2013 2012 2011 2010 2009

Preliminary presentations of new study programmes 249 356 388 577 459

Applications for the prior accreditation of NSP 198 259 294 432 328

University 115 169 184 266 204

Public university 55 73 120 163 120

Association between institutions 6 13 2 8 8

Private university 55 92 61 100 81


Associations public and private universities 5 4 3 3 3

Polytechnic 83 90 110 166 124

Public polytechnic 55 68 81 109 85


Private polytechnic 27 20 25 49 36


Public universities and polytechnics 0 1 2 6 2

Private universities and polytechnics 0 1 1 2 1

Public universities and private polytechnics 0 0 1 0 0

Private universities and public polytechnics 1 0 0 0 0

Applications for licenciatura study programmes 78 86 72 71 45





Associations public and private universities 0 0 1

Applications for master degree study programmes 90 122 200 281 227





Private universities and polytechnics 0 1 1 2 2

Public universities and polytechnics 0 0 2 6 0

Public and private universities 3 0 1 1 3

Public universities and private polytechnics 0 0 1 0 0

Private universities and public polytechnics 1

Applications for integrated master study programes 3 8

Public university 1 1

Private university 2 7

Applications for PhD study programmes 27 43 22 79 56



Associations public and private universities 2 4 1 0 0

The applications for prior accreditation of new study programmes starting in the

academic year 2013/14, amounting to 259, were all analysed with the following results

(Table 2):

Table 2 – Results of the accreditation of new study programmes, 2013/14

Previous accreditation of new study programmes to start in 2013

Submitted applications: 259

With a decision by the Management Board: 259 Favourable: 107 Favourable with conditions: 46 Unfavourable: 106

Decisions different from EAT: 10

Favourable to HEI: 6 Unfavourable to HEI: 4

Appeals:

University: 169

With a decision by the Management Board: 169

Favourable: 90 Favourable with conditions: 13 Unfavourable: 35



Polytechnic: 90




The A3ES also decided to accredit 11 new PhD programmes that obtained FCT funding. 4. REGULAR ACCREDITATION CYCLE The first regular cycle of assessment/accreditation of study programmes, covering all

study programmes that obtained preliminary accreditation, started in 2011/2012 and

will continue until 2015/2016. At the end of 2016 the database will be updated, taking

into account the results of these processes.

The initial number of study programmes with preliminary accreditation was 3,613, but in

the meantime institutions have adjusted their training offer, discontinuing on their

initiative 384 of these programmes. In addition, 25 PhD programmes evaluated during

a competition by the Foundation for Science and Technology, of which 11 were

considered as new study cycles, were considered as assessed/accredited, being

exempted from the current assessment process. There are, thus, 3,204 study

programmes to be covered by the regular assessment/accreditation cycle, whose

distribution for each of the cycle years is broken down in Table 3.

Table 3 – Annual distribution of the regular accreditation of study programmes*

Year 1st cycle Integrated Masters

2nd cycle 3rd cycle Total

2011/2012 260 10 226 34 530

2012/2013 264 26 270 86 646

2013/2014 177 34 301 111 623

2014/2015 358 6 363 63 790

2015/2016 178 50 272 115 615

Total 1 237 126 1 432 409 3.204

* - Date as of 1 January 2014.

The regular cycle of assessments/accreditations will be carried out by disciplinary area,

so as to include in a single visit to each institution all the study programmes of a certain

area, in order to have an overall view of this disciplinary area and to reduce costs,

although a small number of areas are deployed over two successive years due to the

large number of study cycles involved. The areas covered in the first three years of the

cycle and the number of study programmes submitted for assessment in each of these

areas are indicated in Tables 4 to 6.

Table 4 – Disciplinary areas covered in the 1st year of the regular assessment/accreditation cycle (2011/2012)

Disciplinary area 1st

cycle Integrated

masters 2nd

cycle 3rd

cycle Total

Pre-school Teacher Training and Primary School Teacher Training (1st and 2nd cycles)

18 20 38

Psychology 22 5 49 10 86

Marketing and Advertising, Polytechnic 22 11 33

Marketing and Advertising, University 10 14 1 25

Accounting 26 23 1 50

Management & Administration, Polytechnic 24 11 35

Management & Administration, University 20 27 4 51

Civil Engineering, Polytechnic 20 10 30

Civil Engineering, University 4 5 8 8 25

Social Work 24 12 2 38

Hospitality, Tourism, Leisure, Polytechnic 41 9 50

Hospitality, Tourism, Leisure, University 5 6 2 13

Sports, Polytechnic 17 4 21

Sports, University 7 22 6 35

Total 260 10 226 34 530

* - Date as of 1 January 2014

Table 5 – Disciplinary areas covered in the 2nd year of the regular

assessment/accreditation cycle (2012/2013)


cycle Integrated

masters 2nd

cycle 3rd

cycle Total

Pre-school Teacher Training and Primary School Teacher Training (1st and 2nd cycles)

14 42 56

History and Archaeology 17 34 18 69

Political Science and Citizenship 17 21 13 51

Communication 26 13 4 43

Finance, Banking, Insurance 8 14 1 23

Public Administration 5 5 1 11

Management & Administration, Polytechnic 26 6 32

Management & Administration, University 24 29 6 59

Law 15 21 9 45

Applied Legal Studies 7 1 8

Computer Science and Computer Eng. - Polytechnic 34 14 48

Computer Science and Computer Eng. - University 34 3 35 16 88

Electrical Eng., Electronics, Automation - Polytechnic 24 13 37

Electrical Eng., Electronics, Automation - University 12 9 17 9 47

Architecture and Urbanism 1 14 5 9 29

Total 264 26 270 86 646

* - Date as of 1 January 2014.

Table 6 – Disciplinary areas covered in the 3rd year of the regular

assessment/accreditation cycle (2013/2014)


cycle Integrated

masters 2nd

cycle 3rd

cycle Total

Primary School Teacher Training (3º Cycle) and Secondary School Teacher Training

0

86

86

Sociology and other studies 25 33 20 78

Economics 19 35 8 62

Librarianship, Archive and Documentation 5 5 1 11

Biochemistry, Biotechnology - University 21 5 19 12 57

Environment and Environment Engineering - Polytechnic 9 8 0 17

Environment and Environment Engineering - University 10 5 21 8 44

Chemistry 6 12 9 27

Mathematics and Statistics 15 18 17 50

Mechanical Engineering - Polytechnic 20 11 31

Mechanical Engineering - University 4 6 3 7 20

Chemical Engineering and Biotechnology - Pooytechnic 11 6 17

Chemical Engineering - University 1 4 5 3 13

Aeronautical and Aerospace Engineering 0 1 0 2 3

Naval Engineering 1 1 1 3

Biomedical Engineering 5 5 5 6 21

Industrial Management and Engineering 15 3 14 5 37

Food Manufacturing 8 15 2 25

Textile Engineering and Engineering Materials 2 5 4 10 21

Total 177 34 301 111 623

- Date as of 1 January 2014.

Tables 7 and 8 indicate the current situation and the results of the assessments carried

out in 2011/2012 and 2012/2013, respectively.

The self-assessment reports for the third year were submitted on the electronic

platform until 28 December 2013.

Table 7 – Results of the accreditation of study programmes in operation,

2011/2012

Accreditation of study programmes in operation

1st year of regular accreditation cycle – 2011/2012

Submitted applications: 533 With a decision by the Management Board: 454




To be decided by Management Board: 6 Without final report: 73 Appeals: 9

University: 279





Polytechnic: 254




Table 8 – Results of the accreditation of study programmes in operation,

2012/2013

Accreditation of study programmes in operation

2nd year of regular accreditation cycle – 2012/2013

Submitted applications: 666




University: 462





Polytechnic: 204




5. INTERNAL QUALITY ASSURANCE SYSTEMS Following extensive consultation with higher education institutions and their

representative bodies, in 2011 the Agency adopted a set of benchmarks for internal

quality assurance systems formulated as non-prescriptive recommendations,

describing the main features of a well-developed and consolidated quality assurance

system. These were intended as guidelines that could assist institutions in the design

and development of their internal quality systems, according to the profile and specific

needs of each institution.

The architecture of an audit model of internal quality assurance systems, with a view to

their certification, was also developed. To this purpose, a Manual for the Audit Process,

Guidelines for the Self-Assessment of internal quality assurance systems and

Guidelines for auditing internal quality assurance systems were drafted and adopted,

all duly made available.

In 2012, the Agency carried out a pilot exercise of the audit process with the

participation of five higher education institutions that had their internal quality

assurance systems in an advanced stage of implementation and which volunteered to

take part. Based on the experience gathered in this exercise, which validated the

adopted model, some adjustments were introduced in the above-mentioned Manual

and Guidelines. An assessment report of the pilot exercise was also prepared and

published, based on the feedback obtained in a meeting with the External Assessment

Team and through a survey with the participating institutions and the EAT members.

In the first quarter of 2013 a new invitation was sent to higher education institutions

interested in participating in the audit process. Two institutions expressed their interest

and submitted their self-assessment reports by 31 July 2013. To support the

participating institutions, a workshop was organized to clarify the procedures

associated with the process, which took place at the Agency's headquarters on 8 May.

The audits, which involved visits to each of the institutions, took place in late November

and early December 2013, and the preliminary reports are being finalized.

In addition, the Agency maintained its willingness to collaborate in initiatives of higher

education institutions meant to engage the academic community in an active

participation in issues of quality assurance and promotion.

In November 2013 a new period opened for institutions to declare their interest in

participating in the certification process. Nine applications were received, of which six

were selected because they fulfilled the requirement of having a quality manual, or an

equivalent document, formally approved and with a minimum of one year of effective

application.

6. INTERNAL QUALITY ASSURANCE IN A3ES The Agency assumes quality assurance in the performance of its duties to be an

essential value to ensure the credibility of its activities and the stakeholders’ trust,

specifically higher education institutions, students, policy makers and the wide society.

Given this concern, the following initiatives were taken in 2013 regarding the definition

of a quality policy and the corresponding implementation of internal quality assurance

procedures:

• Revision of Regulation 504/2009, which approves the Scheme for the

Assessment and Accreditation Procedures of Higher Education Institutions and

their Study Cycles.

• Obtaining external feedback, either through direct contact with different

stakeholders or through the systematic collection of comments and suggestions

from higher education institutions and members of the External Assessment

Teams by means of surveys (in 2013 surveys were administered concerning

the process of assessment/accreditation of study cycles in operation, student

participation in External Assessment Teams, and the audit of internal quality

assurance systems).

• Consultation of the Advisory Council, in accordance with the Statutes of the

Agency;

• Consultation of the Scientific Council, with international composition;

• Obtaining internal feedback, formal and informal, namely through a

questionnaire and a meeting of the Management Board with case officers;

• The analysis of the collected data and the adoption of improvement measures

when necessary;

• Preparation and publication of the reports ACEF Process Survey 2009/2010 -

Analysis of Results and Improvement Measures, Survey of Pilot Exercise

ASIGQ 2012 - Critical Analysis of the Process and Improvement Measures and

Survey of the Pilot Exercise of Student Participation in the EATs - ACEF

Process -2011/2012;

• Organisation of three training sessions for members of the External

Assessment Teams – two for EATs that assess study cycles (20 April and 4

May) and one for the EAT of the audit process (30 September);

• Organisation of four training sessions for students to integrate the External

Assessment Teams as members (15 and 18 April; 16 and 19 September).

With three years of experience in conducting assessment and accreditation, in the

second half of 2012, the A3ES was able to meet the conditions to undergo an

independent external assessment, as determined in the European Standards and

Guidelines (ESG), which is a condition for the registration in the European Quality

Assurance Register (EQAR).

Until 2011, the ENQA rules allowed agencies to choose the option of being evaluated

by several entities, albeit independent of ENQA itself. However, this policy was

changed, with ENQA now coordinating all assessments to ensure a greater degree of

homogeneity.

The A3ES therefore asked the Government to promote its international assessment by

ENQA. The request was made by the Secretary of State for Higher Education on 17

May 2012 and was accepted by ENQA in a letter dated 13 August of the same year

(Annex 1). Unfortunately, the process was delayed excessively for reasons fully

attributable to ENQA, which had difficulty in responding to the increase in the number

of assessment requests further to its decision to centralize accreditation. The process

was finally started in the second quarter of 2013. The self-assessment report was

submitted in July 2013 and the visit of the international expert commission appointed

by ENQA to carry out the assessment of the Agency was scheduled for 15 and 16

January 2014.

7. TRAINING/PROFESSIONAL DEVELOPMENT OF EXTERNAL ASSESSMENT TEAMS (EAT) MEMBERS In order to better prepare the EATs for the assessment/accreditation tasks, in particular

as regards knowledge of the applicable legal framework, the conduct and procedures

to be adopted, and the functioning of the electronic platform through which the

assessment/accreditation processes are undertaken, the Agency organized, in 2013,

two training/professional development sessions for new members of the External

Assessment Teams. These sessions took place in Lisbon on 20 April and in Porto on 4

May. A training session was also carried out for the members of the External

Assessment Team who undertook the audit of internal quality assurance systems,

which took place in Porto on 30 September.

8. STUDENT PARTICIPATION IN ACCREDITATION In 2011/2012, the Agency carried out a pilot exercise of student participation in the

External Assessment Teams, involving 18 students1 integrated in 9 EEPs, which

participated in 19 assessment visits. The exercise was evaluated through a survey of

the actors involved (higher education institutions, EAT presidents, case officers and the

students themselves). The results of this assessment, published in the document

Survey of the Pilot Exercise of Student Participation in EATs - ACEF Process-

2011/2012, validated the exercise, favouring the future generalization of student

participation in EATs.

Student recruitment was repeated at the end of 2012 for the 2nd year of the regular

cycle of assessment/accreditation of study programmes (2012/2013). Of the 174

applications received, 148 were selected, belonging to the disciplinary areas to be

assessed. In April 2013, two one-day training sessions were held (on the 15th, in Porto,

and on the 18th, in Lisbon), attended by 93 students. Of these, only 60 handed in the

written task (about 10 pages) that was required of them, and 48 were accepted to

integrate the student-evaluator pool.

Recruitment was reopened at the end of 2013 to select students to join the EATs in the

2013/2014 assessments.

1 A call was launched through student associations to identify candidates interested in participating in

the pilot exercise. The 58 candidates who qualified in the disciplinary areas to be assessed were

invited to attend an intensive one-day training session and, after the session, to hand in a small

essay (about 10 pages) on a quality assurance theme. Only 39 students attended the training and of

these only 25 accepted the challenge of handing in the essay and were selected to join the

assessment teams. However, at the time of the appointment, only 18 were still available to

participate in the work of the teams.

9. SCIENTIFIC COUNCIL REPORT The fourth annual meeting of the Scientific Council was held on 23 November 2013 with

the participation of Guy Neave, Mary Henkel, David Dill, Don Westerheijden and

Roberto Moscati (Annex 2). The self-assessment report prepared for ENQA was given

to the Council to elicit its opinion on the agency's activity. A second topic of discussion

was the analysis of the possibility of implementing in Portugal a system based on the

external examiner method used in England for honours degree students. Finally, the

Council discussed the risks of using poorly designed ranking systems – an eventual

exception could be the U-Map classification system under development in the European

Union – the use of academic audits taking the Hong Kong system as an example, and

the eventual effect of the emergence of Massive Open On-Line Courses "(MOOCs).

10. PUBLICATIONS ARTICLES IN INTERNATIONAL JOURNALS 1. Magalhães, A., Veiga, A., Ribeiro, F. and Amaral, A, (2013) “Governance and

Institutional Autonomy: Governing and Governance in Portuguese Higher

Education”, Higher Education Policy, 26 (2): 243–262. 2. Amaral, A., Tavares, O. and Santos, C. (2013) “Higher education reform in Portugal:

an historical and comparative perspective of the new legal framework for public

universities”, Higher Education Policy, 26(1), 5-24. 3. Magalhães, A., Veiga, A., Amaral, A., Sousa, S. and Ribeiro, F. (2013) “Governance

of Governance in Higher Education: practices and lessons drawn from the

Portuguese case”, Higher Education Quarterly, 67(3): 295–311. 4. Sarrico, C., Veiga, A. and Amaral, A. (2013) “The long road – how evolving

institutional governance mechanisms are changing the face of quality in Portuguese

higher education, Educational Assessment, Evaluation and Accountability”, 25(4),

375-391.

5. Fonseca, M., Dias, D., Sá, C. and Amaral, A. (2013). Waves of (Dis)satisfaction:

Effects of the Numerus clausus system in Portugal, European Journal of Education.

DOI 10.1111/ejed.12042.

6. Dias, D., Cardoso, S., Rosa, M.J. and Amaral, A. (forthcoming). “The EUA

Institutional Evaluation Programme and the Development of an Internal Quality

Culture”, Journal of the European Higher Education Area 7. Amaral, A. (2013) “The difficult life of prophets and seers”, Higher Education Policy

(anniversary celebration), 26(4): 463-478. 8. Tavares, O. and Cardoso, S. (2013) “Enrolment choices in Portuguese higher

education: do students behave as consumers?” Higher Education, 66(3), 297-309. 9. Tavares, O. (2013) “Routes towards Portuguese higher education: students’

preferred or feasible choices?” Educational Research, 55(1): 99-110.

10. Machado, M. L., Meira Soares, V., Brites Ferreira, J., Brites, R., Farhangmehr and

Gouveia, O. M. R. (2013) “Job (in) Satisfaction among Academics in Portuguese

Higher Education Institutions”, Journal of the European Higher Education Area, vol.

2: 69-94.

11. Machado-Taylor, M.and Özkanli, Ö (2013) “Gender and Academic Careers in

Portuguese and Turkish Higher Education Institutions”, Education and Science,

38(169): 346-356. 12. Carvalho, T. White, K. and Machado-Taylor, M. (2013) “Top university managers

and affirmative action”, Equity, Diversity and Inclusion, 32(4): 394-409. 13. Dias, D., Sá, M. J., and Machado-Taylor, M. L. (2013) “The faculty conjugated as

feminine: a portrait of Portuguese academia”, Journal of Further and Higher

Education, 37(1): 21-37. 14. Cerdeira, L,. Patrocínio, T, Cabrito, B. G., Machado, L. and Brites, R. (2012)

“Portuguese Higher Educaton student's costs: two decqades view”, Investigaciones de la Economía de la Educación, 7: 489-501.

15. Veiga, A., Cardoso, S., Rosa, MJ & Amaral, A. (forthcoming) (2014) Ascribing

meanings to quality cultures in the Portuguese context”, Quality Assurance in

Education. 16. Cardoso, S., Rosa, MJ. and Santos, C. (2013) “Different Academics’ Characteristics,

Different Perceptions on Quality Assessment?”, Quality Assurance in Education,

21(1): 96-117. 17. Neave, G. and Veiga, A. (2013). "The Bologna Process: inception, 'take up' and

familiarity", Higher Education, 66(1): 59-77.

18. Sarrico, C., Veiga, A. and Amaral, A. (2013) “Quality, Management and Governance

in European Higher Education Institutions”, Journal of the European Higher

Education Area, vol. 4: 49-70.

19. Magalhães, A., Veiga, A., Ribeiro, F.M., Sousa, S. and Santiago, R., (2013)

"Creating a common grammar for European higher education governance",

Higher Education, 65(1): 95-112. 20. Veiga, A., Rosa, M.J., Dias, D. and Amaral, A. (2013). “Why is it Difficult to Grasp

the Impacts of the Portuguese Quality Assurance System?”, European Journal of

Education, 48(3): 454-470.

CHAPTERS IN INTERNATIONAL BOOKS

21. Amaral, A., Rosa, M.J. and Fonseca, M. (2013) “The Portuguese case: Can

institutions move to Quality enhancement?”, in Land, R. and Gordon, G.(Eds). Enhancing Quality in Higher Education: International Perspectives, pp. 141-152,

London: Routledge.

22. Amaral, A. and Magalhães, A. (2013. “Higher Education Research Between

Policy and Practice”, in Barbara Khem and Christine Musselin (Eds.), The

Development of Higher Education Research in Europe, Rotterdam: Sense

Publishers, pp. 43-59.

23. Rosa, M.J. and Amaral, A. (forthcoming). “The Portuguese Case: New Public

Management Reforms and the European Standards and Guidelines”, in Esther

Higgins (ed.) IBAR book 24. Amaral, A., Veiga, A. (2013). “The Portuguese Higher Education System” in

António José Bento Gonçalves e António Avelino Batista Vieira (Orgs.),

Portugal – Economic, Political and Social Issues (pp. 17-40). European Political

and Economic Security Issues. New York: Nova Science Publishers.

25. Magalhães, A. M., Veiga, A. (2013), “What about education in higher education?”

in Larry Smith (Org.), Higher Education: Recent Trends, Emerging Issues and

Future Outlook (pp. 57-72). New York: Nova Science Publishers. 26. Tavares, O., Cardoso, S. & Sin, C. (forthcoming). Mapping Portuguese

institutional policies on access against the European standards and guidelines.

In Global Challenges, Local Responses in Higher Education. The contemporary

issues in national and comparative perspective, Higher Education Research in

the 21st Century Series – CHER conference volume. Rotterdam: Sense

publishers. 27. Carvalho, T., Cardoso, S. & Sousa, S. (forthcoming). Changes in the institutional

context and academic profession - a case from Portugal. In Weijden, I.; Prpic, K.

& Asheulova, N. (Eds.), Career development in academia. S. Petersburg.

28. Machado-Taylor, M. L. (2013). Reflections of women in academia: Issues and

challenges of a non-typical academic career in the Portuguese Higher Education.

In Barbara Bagilhole and Kate White (Ed), Gender and Generation in Academia.

Palgrave Macmillan pp. 83-102.

29. Santiago, R; Sousa, S.B.; Carvalho, T.; Machado-Taylor, L and Amado, D.

(2013). Teaching and research; perspectives from Portugal. In Jung Cheol Shin;

Ulrich Teichler, U., Willians K.Cummings and Akira Arimoto, Teaching and

Research in Contemporary Higher Education: Systems, Ectivities, Nexus, and

Rewards. London: Springer pp 153-176 30. Cerdeira, L; Patrocinio, T; Cabrito, B.; Machado-Taylor; Brites, R. (2013) . Higher

Education Cost-Sharing Policy: The Portuguese Case. In Larry Robert Smith

(Ed), Higher Education: Recent Trends, Emerging Issues and Future Outlook.

Nova Publishers, New York pp 131-147.

31. Machado-Taylor, M, L & Gouveia, O, Contributos para a Avaliação Institucional: O estudo da Satisfação profissional dos Académicos do Ensino Superior in Felix, G. T. E Leite, D. (Orgs.) Avaliação Institucional e Ação Politica. Múltiplas

realidades da educação superior. Santa Maria. Editora UFSM.2013 pp 159-185

32. Fonseca, M., Encarnação, S. e Justino, E. (forthcoming) Shrinking Higher

Education Systems: Portugal, Figures, and Policies. In Gaele Goastellec &

France Picard. ARTICLES IN NATIONAL JOURNALS

33. Brites Ferreira, J., Machado, M. L., & Gouveia, O. (2012). A (In)Satisfação dos

Académicos no Ensino Superior. Educação, Sociedade e Culturas, nº 37, 129-

149.

CHAPTERS IN NATIONAL BOOKS

34. Amaral, A., Magalhães, A., Veiga, A., Rosa, M.J. (2013) “Processos de

internacionalização e o ensino superior português” in P. Teixeira (Ed.), A

Universidade do Porto e a internacionalização. Porto: Universidade do Porto.

35. Magalhães, A., Machado, M. L. & Sá, M. J. (2013). Introdução. In Magalhães, A.,

Machado, M. L. & Sá, M. J. (Orgs.), Satisfação dos Estudantes do Ensino

Superior Português. CIPES ISBN 978-989-8597-02-1. pp 1-4. 36. Taylor, J. S.; Machado, M. L., & Sá, M. J. (2013). Satisfação dos estudantes do

ensino superior: Constructos teóricos. In Magalhães, A., Machado, M. L. & Sá, M. J. (Orgs.), Satisfação dos Estudantes do Ensino Superior Português. CIPES

ISBN 978-989-8597-02-1. pp 7- 50

37. Machado, M. L., Brites, R. & Sá, M. J. (2013). Satisfação dos estudantes do

ensino superior. Análise e discussão dos resultados. In Magalhães, A.,

Machado, M. L. & Sá, M. J. (Orgs.), Satisfação dos Estudantes do Ensino

Superior Português. CIPES ISBN 978-989-8597-02-1. pp 63- 177.

38. Magalhães, A., & Machado, M. L.(2013). A gestão politica de um ensino superior

de massas e a satisfação dos estudantes In Magalhães, A., Machado, M. L. & Sá, M. J. (Orgs.), Satisfação dos Estudantes do Ensino Superior

Português CIPES ISBN 978-989-8597-02-1. pp 181-197.

39. Machado, M. L.; Magalhães, A., & Sá, M. J. (2013). Conclusões. In Magalhães,

A., Machado, M. L. & Sá, M. J. (Orgs.), Satisfação dos Estudantes do Ensino

Superior Português. CIPES ISBN 978-989-8597-02-1. Pp 301- 305. 40. BRITES, J. e Tavares, O. (2013), “Ensino Superior: razões de ingresso e

escolha das instituições”, in Satisfação dos estudantes, Matosinhos: CIPES-

Centro de Investigação de Políticas de Ensino Superior.

NATIONAL BOOKS

41. Cardoso, S. Carvalho, T., Santiago, R., Sousa, S. e Tavares, O. (forthcoming)

(2014). Os académicos no sistema de ensino superior português, Lisboa: A3ES.

42. Jungblut, J. & Vukasovic, M. (2013). QUEST for quality for students - Survey on

students’ perspectives. Brussels: European Students’ Union (ESU). Vol. II, Part 1

[Advisory board: Sonia Cardoso, Bjørn Stensaker and Mihai Paunescu]. 43. Cardoso, J.L., Escária, V., Ferreira, V.S., Madruga, P., Raimundo, A. e Varanda,

M. (2013), Empregabilidade e Ensino Superior em Portugal, Lisboa: A3ES. 44. Fonseca, M. e Encarnação, S. (2013), O Sistema de Ensino Superior em

Portugal em Mapas e Números, Lisboa: A3ES. 45. Fonseca, M. e Encarnação, S. (2013), O Sistema de Ensino Superior – Perfis

Institucionais: as Universidades Públicas, Lisboa: A3ES.

46. Fonseca, M. e Encarnação, S. (2013), O Sistema de Ensino Superior – Perfis

Institucionais: os Institutos Politécnicos Públicos, Lisboa: A3ES. 47. Sá, C., Dias, D. e Tavares, O. (2013), Tendências Recentes no Ensino Superior

Português em Mapas e em Números, Lisboa: A3ES.

48. Sarrico, C., Rosa, M.J., Teixeira, P. Machado, I. e Biscaia, R. (2013), A

Eficiência Formativa a Empregabilidade no Ensino Superior, Lisboa: A3ES. 49. Magalhães, A., Machado, M. L. e Sá, M. J. (Orgs.) (2013). Satisfação dos

Estudantes do Ensino Superior Português. Matosinhos: CIPES – Centro de

Investigação de Políticas do Ensino Superior. ISBN 978-989-8597-02-1. 382

páginas.

50. Fonseca, M. e Encarnação, S. (2013) O Sistema de Ensino Superior em

Portugal: Análises Sectoriais vol. I, vol. II, vol. III. A3ES READINGS 9, 10 e 11.

Lisboa, A3ES. (ebook). PRESENTATIONS IN INTERNATIONAL EVENTS 1. Trends in Quality Assurance in Higher Education – The Portuguese Case.

Evaluating Teaching and Learning for Nursing Today, FINE 2013 Series Workgroup

1, Escola Superior de Enfermagem do Porto, 28 January. Sérgio Santos.

2. Quality Culture in Higher Education. CRUP / EUA Conference “Portuguese Higher

Education: a view from outside – Reasons for Rationalising the Course Portfolio”,

Lisboa, 19 February. Sérgio Santos. 3. Avaliação e Qualidade. I Simpósio Ibérico de Pedagogia, Qualidade e Avaliação: O

Desafio da Excelência na Sociedade do Conhecimento, Instituto Politécnico de Beja,

22 May. Sérgio Santos. 4. Quality Assurance in Portuguese Higher Education – Accreditation in Engineering

Courses. CISPEE 2013 – 1st International Conference of the Portuguese Society for

Engineering Education, Instituto Politécnico do Porto, 31 October. Sérgio Santos. 5. Students’ participation in the Bologna Process – an added-value for quality

assurance. Honours Forum Dialogue Series, Honours College, University of Macau,

4 December. Sérgio Santos.

6. Internal Quality Assurance Systems – For a quality culture in higher education

institutions. Doctor honoris causa Lecture Series, University of Macau, 5 de

dezembro. Sérgio Santos. 7. Reflections on the flexibility and precariousness in Portuguese academia. ISA RC52

Interim Conference ‘Challenging Professionalism: New directions in Policies, Publics

and the Professions’. Lisbon, 28-30 November, 2013. 8. Obstacles to quality in higher education institutions: The views of academics. 8th

European Quality Assurance Forum ‘Working together to take quality forward’,

University of Gothenburg, Sweden, 21 – 23 november 2013. Sónia Cardoso.

9. Do Portuguese HEIs comply with ESG? The case of teaching staff quality. 26th

CHER Conference ‘The Roles of Higher Education and Research in the Fabric of

Societies’, Lausanne, Switzerland, 09 to 11 September 2013. Sónia Cardoso e

Orlanda Tavares.

10. Portuguese researchers’ perceptions on the changes in the scientific system, 11th

ESA Conference ‘Crisis, Critique and Change’ Torino, Italy, 27-31 August 2013.

Sónia Cardoso 11. Do governance narratives influence institutional decision-making processes? Three

cases of organizational readjustment, 26th CHER Conference, 9 – 11 September

2013, Lausanne, Switzerland. Amélia Veiga. 12. Governance and performance management in European universities, XVII IRSPM

conference, 10 – 12 April 2013, Prague, Czech Republic. Amélia Veiga 13. Managing the dynamics of the Bologna reforms. How policy actors re-construct the

policy framework, Bologna and Beyond: Experts, entrepreneurs, users and the

internationalization of Higher Education Institutions, Strasbourg, June 20 - 21, 2013,

Strasbourg, France. Amélia Veiga 14. The long road – how evolving institutional governance mechanisms are changing the

face of quality in Portuguese higher education, XVII IRSPM conference, 10 – 12

April 2013, Prague, Czech Republic. Amélia Veiga e Alberto Amaral 15. The Impact of Higher Education on Employability of Portuguese Students. EAIR 35th

Annual Forum in Rotterdam, the Netherlands, 28-31 August 2013, Lourdes

Machado-Taylor. 16. The impact of changes in Portuguese higher education on the teaching staff careers.

EAIR 35th Annual Forum in Rotterdam, the Netherlands, 28-31 August 2013.

Lourdes Machado-Taylor. 17. Trends In Higher Education Assessment Systems: Perspectives From Europe. XV

Comparative Education World Congress" 24 - 28 June 2013, in the School of

Economics, Buenos Aires University, Argentina. Lourdes Machado-Taylor. 18. Accessibility and Affordability in the European Higher Education Area: The

Portuguese Case. XV Comparative Education World Congress" 24 - 28 June 2013,

in the School of Economics, Buenos Aires University, Argentina. Lourdes Machado-

Taylor. 19. Tendências em Sistemas de Avaliação do Ensino Superior: Perspectivas da

Europa" 3.ª Conferência FORGES, Fórum do Ensino Superior nos Países e

Regiões de Língua Portuguesa, 4-6 December, Recife, Brasil. Lourdes Machado-

Taylor. 20. Autoavaliação e Gestão Institucional: Um Estudo nas Universidades Federais do

Brasil, 3.ª Conferência FORGES, Fórum do Ensino Superior nos Países e Regiões

de Língua Portuguesa, 4-6 December, Recife, Brasil. Lourdes Machado-Taylor. 21. Qualidade, Avaliação e Regulação da Educação Superior, 3.ª Conferência

FORGES, Fórum do Ensino Superior nos Países e Regiões de Língua Portuguesa,

4-6 December, Recife, Brasil. Lourdes Machado-Taylor. 22. The Financial Sustainability of Higher Education Institutions: The Portuguese Case.

XXII Jornadas da AEDE. Universidade da Coruña, Facultad de Economia e

Empresa. Lourdes Machado-Taylor. 23. The privatization of public higher education, attendance rates and the autonomy of

the “university” in Portugal. XXII Jornadas da AEDE, July 2013. Universidade da

Coruña, Facultad de Economia e Empresa. Lourdes Machado-Taylor. 24. A Agenda de Trabalho dos Académicos: (In)Satisfações. III Congresso Internacional

de Ensino Universitário - 20, 21 and 22 June 2013. Vigo: Universidade de Vigo.

Lourdes Machado-Taylor. 25. Quality of Teaching staff in Portuguese Higher Education institutions: a risk

management approach. 8th European Quality Assurance Fórum, 21-23 November,

Gothenburg. Alberto Amaral. 26. EUA/ ENQA/ University Duisburg-Essen/ Universidade de Lisboa/ University of

Zagreb. Training for Quality Managers: Promoting quality culture in higher education

institutions. Plenary 3: Case Example: Promoting quality cultures in UL: Innovation

and creativity. Universidade de Lisboa. Lisbon, 9-10th April 2013. Título da

Conferência: The view of a QA agency: Can we be innovative and creative in

assessing Quality Assurance? (Madalena Fonseca).

27. 35th Annual EAIR Forum 2013. Rotterdam, the Netherlands, 28 – 31 August 2013.

“The Impact of Higher Education. Addressing the challenges of the 21st century “

TRACK 6 - Access to higher education. Título da Comunicação: Emergent Ambiguities in a Shrinking Higher Education System: Portugal, Figures

and Policies (Madalena Fonseca, Sara Encarnação & Elsa Justino) 28. 26th CHER Annual Conference “The Roles of Higher Education and Research in the

Fabric of Societies”. Lausanne, 9-11 September, 2013. Presentation:

Interdisciplinary discussion on the concept of widening access to higher education:

evidence from policies and outcomes (Madalena Fonseca, Sara Encarnação & Elsa

Justino). 29. 53rd ERSA Congress. Regional Integration: Europe, the Mediterranean and the

World economy. Palermo. Italy. 27-31 August 2013. Special Session ZW: Regional

upgrading in Southern Europe: spatial disparities and human capital (Org: Ugo

Fratesi, Madalena Fonseca) 30. 53rd ERSA Congress. Regional Integration: Europe, the Mediterranean and the

World economy. Palermo. Italy. 27-31 August 2013. Título da Comunicação:

Regional Disparities, Growth, Convergence and Human Capital in Southern Europe

(Madalena Fonseca & Sara Encarnação).

31. 3rd ERSA International Workshop. Higher Education Institutions and Regional

Development. Mönchengladbach, Germany. 14-15 October 2013. Título da

Comunicação: Higher Education Institutions and Regional Development in Southern

Europe: the missing link between human capital, economic growth and regional

development. (Madalena Fonseca & Isabel Machado). CONFERENCES AND SEMINARS IN PORTUGAL

1. Instituto Politécnico de Santarém, 21 February. Presentation: Internal Quality

Assurance Systems: A3ES Audit Model – Framework, objectives and challenges.

Sérgio Santos.

2. Instituto Politécnico do Cávado e do Ave, 20 March. February. Presentation: Quality Assurance Systems: Challenges and Impact. Sérgio Santos.

3. Workshop to prepare the certification process of internal quality assurance

systems ASIGQ 2013, A3ES, Lisbon, 8 May. Presentation: Systematisation of

Analysis Criteria. Sérgio Santos.

4. Instituto Superior da Maia, 9 May. Presentation: Internal Quality Assurance

Systems: Reference Framework. Sérgio Santos.

5. Escola Superior de Enfermagem S. José de Clunny. Preparatory seminar for the

application of the audit model, 21 June. Presentation: Audit of Internal Quality

Assurance Systems– Framework, principles, reference points and criteria.

Sérgio Santos.

6. Instituto Politécnico de Lisboa, Preparatory seminar for the application of the

audit model, 1 September. Presentation: Audit of Internal Quality Assurance

Systems– Framework, principles, reference points and criteria. Sérgio Santos.

7. Instituto de Educação, Universidade do Minho, 2 October. Presentation: External Quality Assurance in Portugal – Framework, impact and challenges.

Sérgio Santos.

8. Universidade de Lisboa, Seminar “Quality Practices: Results in Teaching”, 27

November. Presentation: Giving back to Higher Education Institutions the

responsibility for quality. Sérgio Santos.

9. Alternative Sources in Higher Education: Does the Culture of Fundraising Apply?

INBAM 2013 17-19 June, Lisbon. Lourdes Machado-Taylor. 10. Policies of Higher Education Expansion in Brasil. Universidade de Évora - 16º

Workshop APDR. Lourdes Machado-Taylor.

11. Dissatisfaction of Academics in Higher Education. Presentation in Conferência

Internacional de Investigação, Práticas e Contextos em Educação - 10 e 11 May

2013. Leiria: Escola Superior de Educação e Ciências Sociais/Instituto

Politécnico de Leiria. Lourdes Machado-Taylor. 12. Academics in Higher Education: between what they do and what they would like

to do. Presentation in II Encontro sobre Trabalho Docente e Formação - 1, 2 and

3 November 2013. Porto: Faculdade de Psicologia e de Ciências da Educação

da Universidade do Porto. Lourdes Machado-Taylor.

13. Assessment and Accreditation of Higher Education. Universidade de Évora, 8

November 2013. Alberto Amaral. 14. Some Problems of Higher Education in Europe. Universidade de Aveiro, 6

November 2013. Alberto Amaral.

15. The Higher Education System. Fórum de Viana do Castelo, Instituto Superior

Politécnico de Viana do Castelo, 24 May 2013. Alberto Amaral. 16. Assessment and Quality Assurance in Higher Education. Universidade de

Lisboa, 22 May 2013. Alberto Amaral. 17. Assessment and Quality Assurance in Higher Education. The role of A3ES.

FNAEESP, Lisbon, 3 April 2013. Alberto Amaral. 18. The Higher Education System in Portugal. FENPROF, Lisbon, 22 March 2013.

Alberto Amaral.

19. Employability and the Bologna Process. Instituto de Ciências Sociais, Lisboa, 26

March 2013. Alberto Amaral. 20. Human Capital Development and Competitiveness. 3.º Encontro de Professores

de Ciências Experimentais, EXPONOR, 9 March 2013, Porto. Alberto Amaral. 21. Medical Education. Opening of academic year at Faculdade de Medicina do

Porto, 22 February 2013, Porto. Alberto Amaral. 22. The Panorama of Dentistry Education in Portugal. Opening of academic year at

Faculdade de Medicina Dentária da Universidade do Porto, 9 January 2013,

Porto. Alberto Amaral. 23. VI edição do FAP Forum (Federação Académica do Porto). Round table on the

topic Turning Higher Education Provision Rational. Ovar, Pousada da Juventude,

13 April 2013. Presentation: The Higher Education System in Maps and

Numbers (Madalena Fonseca).

24. Seminar “The National qualifications framework and quality assurance” promoted

by the National Agency for Professional Qualifications and Teaching, I.P. Lisboa,

19 November 2013. Presentation: Higher Education: processes and quality

assurance (Madalena Fonseca)

PROJECTS WITH THE PARTICIPATION OF A3ES

Global Challenges, National Initiatives and Institutional Responses – Mapping

the Transformations of Portuguese Higher Education Institutions at the Dawn of

the Twentieth-First Century (GLONATINS). Research Project of CIPES financed

by FCT (ref. EXCL/IVC-PEC/0789/2012). Identifying Barriers in Promoting the European Standards and Guidelines for

Quality Assurance at institutional level and making recommendations as to how

these might be addressed - IBAR. International Research Project supported by

the Life Long Programme of the European Union (http://eacea.ec.europa.eu),

coordinated by Helena Sebkova, Centre for Higher Education Studies (CHES).

Projects led by ENQA (the European Association for Quality Assurance in Higher

Education):

1) Working Group on Quality Assurance and Excellence in Higher

Education. 2) Working Group on Stakeholder Involvement in Quality Assurance

Practices.

3) Working Group on Collecting Good Practices for Measuring the Impact of

External Quality Assurance Processes. Projects led by ECA (European Consortium for Accreditation) – WG4 Innovation

Through Mutual Learning and Best Practices

Project “Brain Drain and Academic Mobility from Portugal to Europe. PTDC/IVC-

PEC/5049/2012 Strategic Project - UI 757 - 2013-2014. PEst-OE/CED/UI0757/2013 WHEM – Women in Higher Education Management – national report for Portugal

The Impact of Different Cost-Sharing Models on Effectiveness, Efficiency and

Equity in Higher Education. National case studies - Portugal CAP- The Changing Academic Profession – Portugal as a case study MEES- Mapa Estratégico da Educação Superior, BRASIL

11. FINAL REMARKS

The Agency always seeks to work closely with higher education institutions, either

directly or indirectly through its representative organizations – CRUP, CCISP and

APESP. In particular, the Management Board has always sought to explain the reasons

for its decisions by frequently receiving representatives of higher education institutions

whenever these have requested a meeting. The relationship with students, professional

bodies and the employers represented in the Advisory Council has also been very

productive. Agency members have been involved in a large number of dissemination

activities and conferences to publicize their activities and help create a culture of quality

assurance. In addition, the opinions of stakeholders are collected through frequent

surveys. These actions have made it possible to adjust the performance of the Agency

according to the gathered information and the needs of the different partners, promoting

the adaptation and adequacy of the processes foreseen in the successive activity plans.

In particular, the Agency is amending its guidelines in the light of the suggestions made

by those involved in the quality processes.

The Agency notes with great satisfaction the transformation that is taking place in the

institutions’ education provision with a view to improving study programmes and

rationalizing the offer. Most of the amendments are the result of decisions taken by

institutions themselves and not by the Agency, and the whole process has taken place

without any negative repercussions in particular on the part of the mass-media, which is

due in large part to the climate of cooperation established between the Agency,

institutions and other relevant stakeholders.

The Agency's position on the international scene is also worth emphasising, as a

consequence of the Agency's innovative structure, with aspects such as the use of the

electronic platform in almost all the processes, the existence of a Scientific Council

composed of internationally recognized researchers in higher education policies and the

existence of a research and development unit. In particular, it should be noted that the

existence of a research and development unit has aroused great international interest

and has just been recognized in the framework of the amendments to the European

Standards and Guidelines.

Finally, the Agency's initiative to begin preparing the changes to be implemented in the

next accreditation cycle, to start after 2016, is worth mentioning. These changes will be

discussed with the Agency's management bodies and with the institutions before their

implementation.

The Management Board,

Alberto Manuel Sampaio Castro Amaral Jacinto Jorge Carvalhal João Alexandre Botelho Duarte Silva Sérgio Machado dos Santos Paulo Jorge dos Santos Silva Santiago

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