Amélia Veiga

Amélia Veiga
University of Porto | UP · Faculty of Psychlogy and Education Sciences

PhD in Educational Sciences

About

83
Publications
8,245
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
911
Citations
Additional affiliations
January 1998 - present
Centre For Research In Higher Education Policies
Position
  • Research Associate

Publications

Publications (83)
Article
Full-text available
A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma...
Article
This paper analyses the purposes of cooperation as they challenge the European governance of higher education. Using Brexit to analyse meanings of cooperation and conveying secondary data analysis of ten case studies undertaken in the framework of the exploratory research project titled Brexit and higher education in the UK and Europe: Towards a cr...
Article
Full-text available
A key issue in higher education research is that its nature is shaped by the contexts within which it is produced, in response to agendas that reflect more policy coordination demands than disciplinary concerns. The research problematiques are construed mostly out of the theoretical framework of the disciplines, which, in turn, are diluted within a...
Article
Full-text available
Based on thematic data analysis of reports from a qualitative cross-country study, the article explores the perceptions of Brexit and collaborations with the UK in different EU countries through the lens of discursive institutionalism. We suggest that in the context of uncertainty characteristic of the post-Brexit referendum period, ideas related t...
Article
Full-text available
This article contributes to the understanding of how different actors in the academic field perceive the challenges that Brexit poses for European higher education. Based on a narrative analysis of 28 interviews, this paper highlights how actors’ narratives convene discursive elements stemming from competing discourses on cooperation and competitio...
Poster
Full-text available
This poster aims to present the aims and the pillars of intervention of the project #IBelong
Article
Differentiated integration was conceived of as a political methodology and as a technology to achieve a European “union” in the field of knowledge policies. However, the non-achievement with regard to the political goals of the European Higher Education Area has highlighted the limitations of this approach to promote furthering the EHEA. In this pa...
Article
In Europe and beyond, managerialism triggered the rise of boardism as a distinctive governance praxis in higher education, involving both normative assumptions and technical and practical elements. In this paper, we examine to what extent strategizing processes in Portuguese higher education institutions reflect the reconfiguration of power relatio...
Article
Full-text available
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...
Article
This paper addresses convergence as a political issue stemming from the political coordination of the European Higher Education Area. From the perspective of cultural theory, this issue relies on the fact that the influence of ways of life are not evenly influential in the political coordination of the European Higher Education Area. Convening the...
Chapter
This chapter analyses the potential of the theory of differentiated integration (DI) in the field of higher education research. As a conceptual narrative, the theory of DI proposes models to explain flexible integration based on ‘time’, ‘space’ and ‘matter’. Drawing on a meta-analysis of published research about the Bologna process, to the chapter...
Research
Full-text available
http://www.researchcghe.org/perch/resources/publications/he-and-brexit.pdf
Article
The objective of this paper is to contribute to the understanding of the reconfigurations of education and research within the European Higher Education Area. While higher education systems and institutions are pointed out as key to competitively positioning Europe in the global context, the articulations between education, research and innovation...
Chapter
European level institutions developed instruments with the aim of further involving member-states in common goals and objectives of higher education policies. This chapter analyses the role of ideas, interests, instruments and institutions in shaping European governance in practice. The power of ideas in politics and policy-making is underlined in...
Article
In her essay, Amélia Veiga explores the development of internationalisation at the regional policy level. She argues that the drivers of internationalisation have shifted from a political rationale focused on cooperation to a more economic rationale focused on competition. In the 1970s, educational cooperation was viewed as a vehicle to encourage E...
Article
The paper enquires into the institutional impact of European policies, as embodied by the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Theoretically, the work departs from the ‘worlds of compliance’ framework in relation to EU law implementation to study EU initiatives under the Open Method of Coordina...
Chapter
Since the early 1990s the concept of governance has replaced the modern governing perspectives on policy-making and implementation and has assumed a central position in the public sector of political decision-making. This had impact on the relationship between governance and management, within which the latter has assumed a preponderance over the f...
Conference Paper
In Europe, the relationships between governance and management assume different configurations as NPM is being counterbalanced by other governance narratives and practices. By tracing a continuum between hard and soft managerialism, this paper discusses the NPM hegemony in the managerial revolution addressing the question-How do Portuguese governan...
Book
The book aims at developing a critical analysis of the fulfilment of the major objectives of the Bologna Process, including enhanced employability and the relevance of first cycle degrees in the labour market, increased attractiveness of the European Higher Education Area, and increased mobility. The initial part of the book discusses the nature of...
Article
Recent shifts in university governance have relied on increased autonomy. Within this context, the enhanced role attributed to governance boards at the expense of academic bodies and the role of external stakeholders has gained momentum. With the aim of understanding the extent of the influence of external stakeholders at the institutional level, t...
Chapter
This chapter brings together the insights gained after analysing the Bologna Process against a complex background of European policies and after looking into the effects of the Bologna Process on Portuguese higher education. How far has higher education in Portugal moved towards the political ambitions entertained at the European level regarding em...
Chapter
This chapter investigates the consequences of the Bologna reforms on the employability of first-cycle graduates. National statistics reveal that the first degree is losing ground in favour of the master degree. Unemployment rates, including long-term unemployment, are higher for first-degree holders than for master degree holders, indicating that t...
Chapter
This chapter analyses the implementation problems of the Bologna Process in relation to the steering mechanisms based on the Open Method of Coordination (OMC). In areas such as education, which the European treaties have reserved for the legal command of national authorities (subsidiarity principle), the traditional ‘Community method’ of passing Eu...
Chapter
This chapter considers the main policy initiatives that have shaped European higher education directly or indirectly. It offers a broad picture of the higher education policy context in which the Bologna Process has unfolded, the place of the Bologna reforms within it and its relationship with this broader policy context. It considers the expanding...
Chapter
This chapter presents an overview of the characteristics of political processes in Portugal to explain the reasons for the lengthy implementation of the Bologna Process. A brief description of the evolution of the higher education system following the 1974 revolution is presented, including the implementation of the polytechnic sector and the devel...
Chapter
This chapter focuses on the European agenda driving policy change. The idea of a European Higher Education Area (EHEA) was initially linked to the enlargement of the European Union to include Central and Eastern European countries. The central political purpose of the EHEA, as expressed in the Bologna Declaration, was to ensure greater compatibilit...
Chapter
The impact of Bologna on student mobility, its positive effects and unintended consequences, and the factors which influence mobility represent the focus of this chapter. Since Bologna’s launch, mobility has grown at a faster rate in Portugal than the European average. Yet, the latest figures show mobility to lie at a modest 7.4 % of graduates, far...
Chapter
In this chapter, we analyse the general issues of policy implementation in Europe. Policy definition and implementation is a complex problem in the European Union due to the presence of a large number of member states, each with very diverse economic, social and cultural interests needing to be accommodated. The successive enlargements of the numbe...
Chapter
One of the objectives of the Bologna Process was to boost the drawing power and attractiveness of the European Higher Education Area, an objective closely linked to policies for the internationalisation of higher education. Until recently, Portugal did not have a consistent policy for internationalising higher education. In the early days of the Bo...
Book
In this book we aim to discuss and reflect on how HEIs are coping with the demands placed on them and how the various dimensions of change are intertwined. In particular, we aim to discuss the following questions: How do governance regimes steer higher education institutions? This part of the book focuses its attention on how higher education and...
Article
Full-text available
How do the constituencies in higher education re-interpret Bologna’s function with regard to the European Higher Education Area? This research examines how institutional actors re-construct the policy framework in the light of their own institutional agendas. Drawing on empirical data from a survey of Academics, Students and Administrators in seven...
Article
Full-text available
The aim of this article is to discuss the contribution of the theory of differentiated integration to understanding Bologna as an instrument for building up the European Higher Education Area (EHEA), and to learn from that analysis what can be used to enrich the theory of differentiated integration. The analysis uses secondary data to grasp the nat...
Chapter
Until the last quarter of the 20th century, many European universities had been primarily governed by academics, and the state acted as a buffer protecting higher education institutions and academics from the interference of external interests (Neave, 2012) and held ruling power over non-academic matters. From a normative stance, less than half a c...
Article
Full-text available
This article investigates the form of European universities to determine the extent to which they resemble the characteristics of complete organizations and whether the forms are associated with modernization policy pressure, national institutional frames and organizational characteristics. An original data set of twenty-six universities from eight...
Chapter
Full-text available
This chapter examines the dynamic of the Bologna process across a 'policy cycle' (Ball, 1990; Bowe, et al., 1992) with the aim of providing insightful elements to outline it within a broader process of policy integration and coordination in the field of higher education.
Article
Full-text available
In Portugal, the development of the reform of higher education institutions governance in Portugal was made under the influence of the narrative of the New Public Management and the weakening of collegial governance. In other European countries, the institutional responses to these reforms have mitigated the effects of New Public Management, counte...
Article
Purpose – The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education. Design/methodology/approach – The discussion was based on the results of a survey run in 2010 among Portu...
Chapter
In the last two decades much has been written about the changing face of governance and management in higher education (Amaral, Jones, & Karseth, 2003: 77; Bleiklie & Kogan, 2007; Braun & Merrien, 1999; de Boer, Enders, & Schimank, 2008; Rhoades, 1992).
Article
While a lot has been written regarding the changing management and governance arrangements in higher education, less is known about how this progression relates to quality in higher education. The purpose of this article is to describe the context of governance in Portuguese higher education institutions and how institutional governance arrangement...
Article
Viewing the Bologna process and the Lisbon strategy from the perspective of policy implementation, this chapter focuses on the outcome of different beliefs, expectations and perceptions which their goals generated at different levels (European, national and institutional). The policy cycle approach highlights different levels of empowerment. It put...
Article
This article analyses the impacts of the Portuguese quality assurance system on academic cultures, using the Cultural Theory proposed by Douglas (1970, 1982) and developed by Thompson, Ellis and Wildavsky (1990) as an explanatory framework for Portuguese academics' preference formation in relation to quality assessment. The Portuguese higher educat...
Article
This paper addresses the value of the Bologna Process in placing the European Higher Education Area (EHEA) on a solid institutional footing. How far has Bologna contributed to firming up the views academia, management and students have of the EHEA? The article is based on a survey administered across four systems of higher education in 2008. It und...
Article
This paper aims at looking at governance instruments beyond managerial technicality. It intends to do so by analysing the impact of governance reforms on the universities autonomy assumed as a regulation instrument to politically steer systems and institutions. The regulation efforts undertaken at the European and national levels reflect a trend to...
Article
The implementation of the governance reform of Portuguese higher education has been developed under the influence of ‘new public management’ resulting in the loss of collegial governance. Additionally, the need for meta-governance of the higher education system and institutions to monitor institutional performance against policy objectives has beco...
Article
The future of higher education has been widely studied. Since 2000, the OECD (2006), the World Bank (2008), and the United Nations (2000) have developed prospective research on the trends higher education will assume in the medium to long term. Other institutions such as the Royal Swedish Academy of Engineering and, in 2004, the Centre for Higher E...
Article
This paper addresses the interaction between European Union policies and national higher education sectors in the countries involved in the TRUE project (England, France, Germany, Italy, The Netherlands, Norway, Portugal and Switzerland) making the case for European governance. Relevant for this matter is the role of political processes that evolve...
Article
Government policies are central factors shaping the environment of higher education institutions. European governments have included in their higher education political strategies the principal goal of implementing the European Higher Education Area (EHEA). The perceptions that key actors of higher education institutions (HEIs) have about political...
Article
This chapter presents a condensed view of the developments that have taken place in Portugal after the April revolution, examining the Portuguese higher education system, its strong points and main problems, as it moved in two decades from an elite system with very low participation rates to a massified system. Expansion was made possible by implem...
Article
Full-text available
page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any re...
Article
Full-text available
This article focuses on the interaction between the European dimension driven by the creation of the European Higher Education Area (EHEA) and the development of national reforms to fulfil that objective. On the basis of data gathered in eight countries involved in EuroHESC project TRUE (Transforming European Universities), the curricular and the g...
Article
This paper describes and analyses a concrete experience of the introduction of integrated masters by a Portuguese University. The Portuguese legislation allows not only the three-cycle structure but also integrated masters. Based on implementation analysis we address aspects, such as the design of study programmes, credits and student workload, mob...
Article
Cultural theory is tentatively used to understand how far quality assessment affects institutions by influencing the group and grid dimensions. This paper argues that the self‐assessment phase of the Portuguese system, in use until recently, promoted the egalitarian (logic of mistrusting power and expertise) and the individualist (logic of freedom...
Conference Paper
The organizational environment of Portuguese universities has been changing in recent years. The role of governments’ policies and regulations and the European Union governance processes for the sector may be considered as main contributors for this change. The discourses at European and national levels on social and economic relevance of HEIs, on...
Chapter
Olsen (2002) has suggested that the transformation of the European order may be studied by analysing how systems of governance emerge, are maintained and changed. In recent years, the structure of modern government has changed dramatically in a number of countries. The questioning of the cost and effectiveness of government programmes and the emerg...
Article
Full-text available
For several years Portuguese higher education institutions have been waiting for the legislation framework necessary for the implementation of the Bologna process. Such legislation was passed quite recently (2006) and has resulted in an unexpected flood of proposals presented at very short notice by higher education institutions to the Ministry. It...
Article
From the European and national perspectives the analysis of policy implementation tends to focus on aspects related to the legal framework. At these levels, institutions offer “the vision of a triumphant march towards the objectives set for 2010” [Veiga, A., Amaral, A., 2006b, The open method of co-ordination and the implementation of Bologna proce...
Chapter
Full-text available
In the European Union, the dispersion of authority away from the central government resulting from reallocation of power upwards (to the EU), downwards (to the regions, local authorities) and sideways (to public/private networks) (Hooghe and Marks 2001) has led to the development of the notion of multi-level governance and to the use of soft law to...
Article
Les politiques portugaises d’internationalisation visent essentiellement à promouvoir une attitude favorable à la participation dans des activités d’internationalisation. Toutefois, étant donné que les établissements d’enseignement supérieur sont autonomes, ces politiques visent à créer des possibilités de développement et de gestion de ce type d’a...
Article
Portuguese internationalisation policies essentially intend to promote an attitude favouring participation in internationalisation activities. However, as higher education institutions are autonomous, those policies aim at creating opportunities for development and management of these activities instead of imposing them. In this article we attempt...
Article
In this paper the authors argue that the use of the Open Method of Coordination (OMC) in the implementation of the Bologna process presents coordination problems that do not allow for the full coherence of the results. As the process is quite complex, involving three different levels (European, national and local) and as the final actors in the imp...
Article
Portuguese internationalisation policies essentially intend to promote an attitude favouring participation in internationalisation activities. However, as higher education institutions are autonomous, those policies aim at creating opportunities for development and management of these activities instead of imposing them. In this article we attempt...
Article
Les politiques portugaises d’internationalisation visent essentiellement à promouvoir une attitude favorable à la participation dans des activités d’internationalisation. Toutefois, étant donné que les établissements d’enseignement supérieur sont autonomes, ces politiques visent à créer des possibilités de développement et de gestion de ce type d’a...
Article
Full-text available
The aim of this article is to outline a theoretical framework to address the changes imposed by the adaptation of the Bologna process at local level. This paper is part of my ongoing PhD project that is focusing on changes and adaptations taken at local level under the framework of the Bologna process. The analysis of these impacts at local level m...
Article
Full-text available
The Bologna process officially and formally started upon the signature of Bologna declaration and expresses the interest of a significant number of European states to build up the European Higher Education Area (EHEA) based on the principles of transparency, legibility and comparability of degrees and diplomas. Analysing the national reports produc...

Network

Cited By

Projects

Projects (3)
Project
The aim of the project is also to raise awareness and shift the internal culture of our institutions towards internationalization, thus creating a systemic change in our institutions and in European Higher Education. PARTNERS Coordinator: Adam Mickiewicz University, Poznań (Poland)Adam Mickiewicz University, Poznań (Poland)Adam Mickiewicz University, Poznań (Poland) Partners: Universitat Rovira i Virgili (Spain) Global Impact Institute (Czech Republic) European Association for International Education (The Netherlands) UNESCO Chair of Higher Education Management-Universitat Politècnica de Catalunya (Spain) Centre for Higher Education Internationalisation – CHEI, Università Cattolica del Sacro Cuore, Milan (Italy) University of Porto (Portugal) European Consortium for Accreditation in Higher Education (The Netherlands) SGroup (Portugal)
Project
The #I Belong project focuses on improving the experiences and outcomes of students from diverse backgrounds (in particular migrant students and first-generation entrants) through creating a more inclusive learning environment in higher education. The main objective of this Strategic Partnership on diversity and inclusion in higher education is to build a program of interventions, to develop a sense of belonging among higher education students irrespective of their diversity, by increasing student retention and promoting the fair chance of succeeding. The project is funded by the Erasmus + programme of the European Union. In the project participate six institutions from five countries: EUR (Coord.) and ECHO (the Netherlands); UOS (Germany), KIC (Malta), UPORTO (Portugal), and EHU (United Kingdom).
Archived project
This project aims to understand how Portuguese HEIs are responding to the multiple challenges confronting higher educational globally and how the policy initiatives of the last decade have shaped those institutional responses. The analysis will focus on four core areas, and their interplay, currently considered as key elements in that transformation: - The changes in the external and internal governance of higher education and the way these relate to institutional quality and performance; - The implementation of institutional policies aiming at improving the quality of the academic endeavour; - The institutional development of systems of performance management; - The analysis of changes in the balance of power and the concurrent re-definition of the role of academic and non-academic professionals.