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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
Association between institutions 3 0 1 6 6
Associations public and private universities 5 4 3 3 3
Polytechnic 83 90 110 166 124
Public polytechnic 55 68 81 109 85
Association between institutions 2 4 4 7 0
Private polytechnic 27 20 25 49 36
Association between institutions 0 2 0 4 0
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
Public university 13 6 21 12 6
Private university 20 30 20 21 15
Public polytechnic 25 37 19 23 14
Private polytechnic 20 13 11 15 10
Associations public and private universities 0 0 1
Applications for master degree study programmes 90 122 200 281 227
Public university 28 44 82 97 69
Private university 21 40 37 58 55
Public polytechnic 30 31 62 84 71
Private polytechnic 7 6 14 33 27
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
Public university 13 23 17 59 45
Private university 12 16 4 20 11
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
Decisions different from EAT: 5
Favourable to HEI: 2 Unfavourable to HEI: 3
Polytechnic: 90
With a decision by the Management Board: 90 Favourable: 42 Favourable with conditions: 13 Unfavourable: 35
Decisions different from EAT: 5
Favourable to HEI: 4 Unfavourable to HEI: 1
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)
Disciplinary area 1st
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)
Disciplinary area 1st
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
Favourable: 231 Favourable with conditions: 186 Unfavourable: 37
Decisions different from EAT: 44
Favourable to HEI: 6 Unfavourable to HEI: 38
To be decided by Management Board: 6 Without final report: 73 Appeals: 9
University: 279
With a decision by the Management Board: 215
Favourable: 122 Favourable with conditions: 73 Unfavourable: 20
Decisions different from EAT: 9
Favourable to HEI: 0 Unfavourable to HEI: 9
Polytechnic: 254
With a decision by the Management Board: 239 Favourable: 109 Favourable with conditions: 113 Unfavourable: 17
Decisions different from EAT: 36
Favourable to HEI: 6 Unfavourable to HEI: 30
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
With a decision by the Management Board: 127 Favourable: 72 Favourable with conditions: 40 Unfavourable: 15
Decisions different from EAT: 11
Favourable to HEI: 8 Unfavourable to HEI: 3
University: 462
With a decision by the Management Board: 66
Favourable: 48 Favourable with conditions: 17 Unfavourable: 3
Decisions different from EAT: 7
Favourable to HEI: 4 Unfavourable to HEI: 3
Polytechnic: 204
With a decision by the Management Board: 61 Favourable: 24 Favourable with conditions: 23 Unfavourable: 14
Decisions different from EAT: 4
Favourable to HEI: 4 Unfavourable to HEI: 0
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.
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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.
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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