The Emergent Role of External Stakeholders in European Higher Education Governance

Amaral, Alberto; Magalhães, António M.

doi:10.1007/978-94-015-9946-7_1

Cited by 85 publications

(65 citation statements)

References 12 publications

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“…This enhancement of the "third mission" presupposes a "new" focus, not only on the research and development areas, but mainly on the models of governance, autonomy and lexibility models of these institutions through the presence of "external entities", namely of stakeholders deined as "third parties that act between the two main partners -the academic community and the interests of society" [7,16]. Likewise, Freeman [8,46] deines stakeholder as "any group or individual that may afect or be afected by the organisational goals."…”

Section: "Third Mission" Entrepreneurship and Stakeholdersmentioning

confidence: 99%

“…It is true that no consensus has yet been reached in literature, regarding the roles and senses assigned to these "third parties", mainly because they referred to the trend towards the merchandising of scientiic knowledge or the corporatisation of university [10,7].…”

Section: "Third Mission" Entrepreneurship and Stakeholdersmentioning

confidence: 99%

“…We will conclude with a review and assessment provided to the set of initiatives implemented in the period between 2007 and 2013. By highlighting the contributions of these results, used for the innovation and revitalisation of the partnership networks in the ield of science, technology and knowledge transfer, we intend to anchor the discussion about the relevance of the stakeholders in European Higher Education governance [7].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Higher Education, Entrepreneurship and Learning by Practice: Collaborative Work from the Stakeholders’ Point of View

Marques¹

2018

Entrepreneurship - Development Tendencies and Empirical Approach

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The involvement of diferent stakeholders has created a positive dynamics in the context of higher education, on the one hand by the reinforcement of entrepreneurship linked to innovation, the transference of technology, and the creation of companies and on the other hand by ofering extracurricular activities in the formal curricular plans involving diferent academic stakeholders. Although there are countless initiatives and entrepreneurship programmes, in Portugal there are no (or, at least, no known) studies that analyse the non-formal and informal apprenticeships conceived and implemented by the stakeholders in order to clarify the potential development of entrepreneurial competences. Our results gathered from the research project: "Entrepreneurial learnings, cooperation and labour market: good practices in higher education (POAT-FSE)" show which are the main stakeholders or interface institutions between the university and the surrounding community in the process of technological and knowledge transfer. Our analysis proceeds to a report of the proiles, ields of work, advantages and factors of marked obstacles. By highlighting the contributions of these results, used for the innovation and revitalisation of the partnership networks in the ield of science, technology and knowledge transfer, we intend to anchor the discussion about the relevance of the stakeholders in European Higher Education governance.

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Section: "Third Mission" Entrepreneurship and Stakeholdersmentioning

confidence: 99%

Section: "Third Mission" Entrepreneurship and Stakeholdersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Higher Education, Entrepreneurship and Learning by Practice: Collaborative Work from the Stakeholders’ Point of View

Marques¹

2018

Entrepreneurship - Development Tendencies and Empirical Approach

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“…According to the classical definition of Freeman (1984: 46), stakeholders are considered " a n y g r o u p o r i n d i v i d u a l w h o c a n a f f e c t o r i s a f f e c t e d b y t h e a c h i e v e m e n t o f t h e organisation's objective". In the context of higher education, this definition has being refined by Amaral and Magalhães (2002:2) so as to include "any person or entity with legitimate interest in higher education and which, as such, acquires the right to intervene".…”

Section: General Framework: Input-output Model Stakeholder and Instmentioning

confidence: 99%

International perceptions of university forestry education – an analysis of student motivation, competencies, and curricula

Arévalo¹

2011

Diss. For.

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The field of forestry is currently facing numerous challenges. These include new demands from people and organisations with regard to governance and services from forests, ecological and environmental functions, and the global competition and market pressure over forests and its products. In order to provide students with the knowledge, abilities and attitudes required in the profession, universities around the world need to consider the challenges faced by the sector as well as the latest technological and pedagogical innovations. Consequently, a great number of higher forestry education institutions have reformed their programmes or at least initiated their reform processes especially within the last decade. In this context, this thesis investigated the perceptions of students, universities and employers on various aspects of national forestry education and the forestry profession from an international perspective. Particularly, the issues of student motivation, subjectspecific and generic competencies, curricula, and employment prospects were examined. A mixed methods strategy was used, combining quantitative and qualitative approaches. The case studies of three Bachelor's degree programmes in China, Brazil and Finland, and one international Master's programme, were selected, examining the perceptions of altogether 604 students. This was coupled with a pan-European survey of forestry universities and employers and an extensive literature survey.The study provides numerous findings with regard to the similarities and differences in perceptions that universities, employers and students -across study years and countrieshave on forestry education. Among the cross-national similarities, forestry students were highly interested in field studies and the areas of environmental protection and climate change, with a general preference for working after graduation in the area of management of public forests. Across study years, students from later study years gave a higher importance to communication skills in relation to students from earlier years; conversely, the importance given to achieving their best decreased along the years of the degree, signalling certain demotivation. Differences across countries were also found, such as the higher value given by Chinese respondents to autonomy skills, as compared with Finnish students who emphasised communicative skills, and to Brazilians who highlighted instrumental skills. In Europe, both universities and employers saw important gaps between the needs of the job market and the education provided at the universities, especially with regard to environmental services, carbon sequestration, and the ability to communicate. Employers saw a greater gap in relation to universities in areas such as bioenergy, forest products trade and marketing, economics and governance. Based on these and other findings, a clear need for improving current university forestry education is seen. A set of concrete recommendations for the reflection of those involved in the development of fore...

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“…This increased significance and visibility is reflected in both European and Portuguese directives, particularly those aimed at Higher Education Institutions (HEIs) (Marques, Moreira, 2013;Amaral, Magalhães, 2002).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

Marques

2015

Eur. j. soc. sci. educ. res.

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The Emergent Role of External Stakeholders in European Higher Education Governance

Cited by 85 publications

References 12 publications

Higher Education, Entrepreneurship and Learning by Practice: Collaborative Work from the Stakeholders’ Point of View

Higher Education, Entrepreneurship and Learning by Practice: Collaborative Work from the Stakeholders’ Point of View

International perceptions of university forestry education – an analysis of student motivation, competencies, and curricula

Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

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