Governance of Governance in Higher Education: Practices and lessons drawn from the <scp>P</scp>ortuguese case

Magalhães, António M.; Veiga, Amélia; Amaral, Alberto; Sousa, Sofia; Ribeiro, Filipa M.

doi:10.1111/hequ.12021

Cited by 27 publications

(15 citation statements)

References 10 publications

(14 reference statements)

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“…As we noted, much wider is the literature that analyzes the processes of governance in Higher Education, considering it is in this stage in which the hardest and fastest changes have occurred. In this regard they highlight the work of García & Martín (2014), , Magalhães, Veiga, Amaral, Sousa & Ribeiro (2013), Amaral, Tavares & Santos (2013), Neave & Amaral(2012), Magalhães & Santiago (2009), among others.…”

Section: The State Of the Questionmentioning

confidence: 52%

Governance in educational institutions in Portugal

Redondo

2016

J. New Approaches Educ. Res.

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The present study addresses the governance processes governing the organization and management of educational institutions in Portugal, in a context of analysis in which the educational reforms carried out in this country, from the early nineteenth century (when school responsibility is assumed exclusively by the State) to the present, play what we estimate a central role. It is in response to this reality, on the basis of which we study their meaning and state. Evaluation, privatization and autonomy are the vectors which, we believe, provide the frame for a market speech in which we intend to emphasize, considering, on the one hand, that the management of education is conditioned by political developments and interests, of one kind or another, and, on the other hand, that the evolution of governance in its various institutions, although in progress, is gradually adapting to the standards set down at European level in varying degrees of intensity.

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Section: The State Of the Questionmentioning

confidence: 52%

Governance in educational institutions in Portugal

Redondo

2016

J. New Approaches Educ. Res.

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“…In some cases, these changes have been dramatic, such as in Portugal where tensions over the role of traditional academic governance structures emerged as a direct impact of system-level reforms and where, under the legal framework introduced in 2007, university senates were either repositioned as advisory to the rector or abolished (Magalhães and Amaral 2003;Magalhães et al 2013). In other systems, these changes have been more gradual and subtle.…”

mentioning

confidence: 99%

Assessing the role and structure of academic senates in Canadian universities, 2000–2012

et al. 2015

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Academic governance is an important dimension of institutional self-governance. This paper reports on the findings of a new study of university senates (academic councils) in Canadian universities in order to analyze changes in structure and in senate members' perceptions of the structure and role of senates over the last decade. Following the basic design of a similar study in 2000, this study reveals that there have been modest changes to the structure and organizational arrangements of many Canadian university senates over the last 10 years, including the rationalization and reform of the committee structures at many institutions. Findings of the study suggest the importance of senate orientation programming, the need for better oversight and assessment of academic quality, some confusion or ambiguity about the respective roles of board, senate and the administration, and continuing controversy about the proper role of the senate in strategic planning, financial, research, and fund-raising issues and activities.

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“…The results of the study challenged the isomorphic influence of NPM showing "a mix of signs and symptoms of NPM and NG" (Paradeise, Reale, Gostellec & Bleiklie, 2009, p. 245). Elements of other governance narratives (e.g., NG, collegial governance) were identified, for instance, in the Portuguese context (Magalhães, Veiga, Amaral, Sousa & Ribeiro, 2013).…”

Section: Governance Narratives and Higher Education Governance Reformmentioning

confidence: 99%

“…The Law 62/2007 was elaborated under NPM's influence (Moreira, 2008) displaying its political and managerial assumptions on governance. This legal framework resulted in an increasing centralisation of power at the institutional top and the suppression (or weakening) of the collegial decision -making bodies (Magalhães et al, 2013). To these one must add the possibility for institutions to adopt the foundational model, the use of output-based contracts and the emphasis on accountability, individual responsibility and performance.…”

Section: Governance Narratives and Higher Education Governance Reformmentioning

confidence: 99%

Reconfiguring power in Portuguese higher education

Magalhães

Veiga

Videira

2018

EPAA

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This paper aims to analyse the shift in the internal power balance between managerial and academic self-governance as reflected in the perceptions of teaching and non-teaching staff on the tendencies, decision-making processes and actor’s roles in these processes. The empirical data used in this paper were gathered on the basis of an on-line survey, distributed throughout 2014 and 2015 in all Portuguese higher education institutions. Responses were interpreted taking into account the influence of governance narratives on the development of boardism, i.e., a decrease of academic self-governance reflecting the decline of the power of teaching staff in HEIs’ governance; an increase of managerial governance as reflected in the reinforcement of hierarchies and organisational top-down decision-making; and the influence of external stakeholders. The analysis contributes to dig into the complexity of the governance arrangements challenging the prevailing influence of the NPM governance narrative while underlining the internal dynamics of HEIs, where Portuguese teaching staff continue to play a key role.

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Governance of Governance in Higher Education: Practices and lessons drawn from the Portuguese case

Cited by 27 publications

References 10 publications

Governance in educational institutions in Portugal

Governance in educational institutions in Portugal

Assessing the role and structure of academic senates in Canadian universities, 2000–2012

Reconfiguring power in Portuguese higher education

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