Questões Aprofundadas sobre Estruturas e Processos de Governação e Gestão das Instituições de Ensino Superior

Code:

DE332

Acronym:

QASEPGGIES

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2018/2019 - 2S

Active?	Yes
Web Page:	http://https://sigarra.up.pt/fpceup/pt/ucurr_adm.ficha_uc_edit?pv_ocorrencia_id=426396
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	10	Official Curricular Structure	1	-	12	98	324

Teaching language

Suitable for English-speaking students

Objectives

The curricular unit aims at deepening and problematizing concepts and practices related to the policies, structures and institutional processes of management and administration of higher education institutions. It also aims to contribute to the development of reflexivity of professionalpractices, namely in the areas of academic training and organization, support for students, employability, support for strategic studies,        improvement of teaching and learning processes, international relations, and support for research and development. Students will be given the opportunity to contact with institutional research projects, with decision-making and monitoring processes.

• To identify structures and processes of governance and management of higher education.


• To underline the importance of the values present in institutional missions and strategies.


• To establish the relationship between academic power and managerial power.


• To know about the specificities of the various areas of strategic action of higher education institutions.


• To relate management and administrative acts to the mission and strategy of higher education institutions

Learning outcomes and competences

• Identification of structures and processes for governance and management of higher education.


• Identification of the importance of the values present in institutional missions and strategies.


• Establishment of the relationship between academic power and managerial power.


• Knowledge of the specificities of the various areas of strategic action of higher education institutions.


• Ability to relate management and administrative acts to the mission and strategy of higher education institutions.


• Mobilization of knowledge of the specificity of higher education and the governance and management of higher education institutions.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

n.a.

Program

1. Governing, governance and management of higher education institutions


2. Values, mission and strategies


3. Organizational Transformations at higher education institutions




1. Academic power and managerial power


2. Structures and processes of governance and management




4. Areas of strategic management and professional practices under the framework of education, research and society

• Education, research and academic development


• Identities and academic development


• Education, research and internationalization


• Students, graduates and answers to societal transformations


• Quality management and institutional research

Mandatory literature

Becher, T., & Trowler, P. R.; Academic Tribes and Territories, Becher, T., & Trowler, P. R. (2001). Academic Tribes and Territories. Buckingham: The Society for Research into Higher Education, 2001
Boyer, Ernest; Scholarship Reconsidered - Priorities of the professoriate., New York: Jonh Wiley & Sons / The Carnegie Foundation for the Advancement of Teaching., 1990
Magalhães, A., & Veiga, A. ; What about education in higher education? In L. Smith (Ed.), Higher Education: Recent Trends, Emerging Issues and Future Outlook (pp. 57-72). , New York: Nova Science Publishers, 2013
Olsen, J. P. ; The institutional dynamics of the European University. In P. Maassen & J. P. Olsen (Eds.), University Dynamics and European Integration (pp. 25-53), Dordrecht: Springer., 2007
Santos, Carolina, Pereira, Fátima, & Lopes, Amélia; Efeitos da intensificação do trabalho no ensino superior: Da fragmentação à articulação entre investigação, ensino, gestão académica e transferência de conhecimento. , Revista Portuguesa de Educação, 29(1), 295-321. doi:10.21814/rpe.6820. , 2016
Veiga, Amélia, Magalhães, António M., Sousa, Sofia, Ribeiro, Filipa e Amaral, Alberto; “A Reconfiguração da gestão universitária em Portugal”, Educação, Sociedade & Culturas, 41, 7-23., 2014
Veiga, A., M., Magalhães, A., & Alberto, A.; From collegial governance to boardism: reconfiguring governance in higher education, The Palgrave International Handbook of Higher Education Policy and Governance (pp. 398-416)., 2015

Teaching methods and learning activities

Lectures

Debate

Participation of invited experts and professionals acting in the field of higher education

Team work

Field Work

Presentation by the students

Writing and organizing an essay

Supervision

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Trabalho escrito	80,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	36,00
Estudo autónomo	162,00
Frequência das aulas	90,00
Trabalho de investigação	36,00
Total:	324,00

Eligibility for exams

The students must attend at least 75% of the sessions.

Calculation formula of final grade

The assessment of the curricular unit will be distributed without final exam, with the presentation and discussion in the group of a proposal for a internship and/or research project (20%) and the final preparation of the project (80%). All essays will be graded from 0 to 20.

Examinations or Special Assignments

n.a.

Internship work/project

n.a.

Special assessment (TE, DA, ...)

Students who by law are exempted from attending classes should prepare the internship / dissertation project and proceed with their discussion with the UC professors. Students in this situation have to contact the faculty members during the first 3 weeks of the semester to define the necessary support and follow-up.

Classification improvement

The improvement of the classification is based on the reformulation of the final project of internship/research, classified in a scale of 0 to 20 values.

Observations

n.a.