DOCSLIB.ORG

Higher Education in Portugal: from Expansion to [1] Coimbra University 1 Quality Assessment [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Higher Education in Portugal: from Expansion to [1] Coimbra University 1 Quality Assessment Creis@Ipg.Pt The Online Journal of New Horizons in Education Volume 4, Issue 4 ! Higher Education In Portugal: From Expansion To [1] Coimbra University 1 Quality Assessment [email protected] Carlos Sousa Reis[1], Maria Formosinho[2], Cristina Costa Lobo 1 [3] [2] Coimbra University [email protected] ! ,-%!&- After presenting a brief description of the Portuguese higher education [3] Portucalense University 1 evolution, since 1974 to the present day, and providing the indispensable legal framework, we discuss its structure, highlighting the [email protected] actual binary nature that includes universities and polytechnics, public and private. Crucial statistics about the subsystems and the actual study programmes are also given. Finally we present the Portuguese Agency (a.k.a. A3ES) responsible for the assessment and accreditation of the study programmes imparted by Portuguese HEIS. An overview of the work carried out so far by the Agency and its assessment model is also presented. '5)F+,4./0 0 12-%34.&-1320 R70-8505E+:DC9+=0+60*+,CDAD5.5089A85,054D2CC9+=09=0,525=C0452C45.0 1C&!'ROO&KQ!,-OQR.R&P&!C0.C&O!&1R'2Q0-K!P3PQ&4!0P!2!5O-1R'Q!-A!4-1&OK072Q0-K8!O&AI&'Q0K.!QC&!13K240'P!-A!2!'-45I&:! U&:!-A!P-'0&Q2I!QO2KPA-O42Q0-KP!g*2.2IC9&P8!sAAuhD!EK!A2'Q8!,-OQR.R&P&!C0.C&O!&1R'2Q0-K!0KPQ0QRQ0-KP!gFGE0h!RK1&O.-K&!5O-A-RK1! 'C2K.&P!A-O!QC&!I2PQ!uA!3&2OPD!IP!2!P0.K0A0'2KQ!&:5O&PP0-K!-A!QC0P!U&!'2K!O&A&O!K-Q!-KI3!QC&!QO&4&K1-RP!0K'O&2P&!-A!3-RK.!5&-5I&! QC2Q!255I0&1!Q-!C0.C&O!&1R'2Q0-K8!:RQ!2IP-!QC&!1&&5!0452'Q!QC&!5O-'&PP!C21!-K!C-U!FGE0!2O&!:&0K.!PQOR'QRO&1!2K1!'2OO30K.!-RQ! QC&0O!40PP0-KD! $-II-U0K.!QC&!1&4-'O2Q072Q0-K!4-T&4&KQ8!2AQ&O!QC&!rMxu!aO2OK2Q0-KP!P&T-IRQ0-Kb8!2''&PP!Q-!&1R'2Q0-K8!C0QC&OQ-!QC&! 5O0T0I&.&!-A!2!A&U8!U2P!U01&!-5&K!Q-!&T&O3:-138!2P!QC&!0Q2Q&!P-R.CQ!Q-!'O&2Q&!QC&!'-K10Q0-KP!A-O!&NR2I!&1R'2Q0-K2I!-55-OQRK0Q0&P! A-O!2II!'0Q07&KP8!O&.2O1I&PP!-A!.&K1&O8!&'-K-40'!-O!P-'02I!'-K10Q0-K!gIOO-Q&028!rMMShD!1C&!5O0K'05I&!U2P!&KPCO0K&1!0K!IOQ0'I&!xt!-A! QC&!,-OQR.R&P&!O-KPQ0QRQ0-K!QC2Q!PQ2Q&P!QC&!A-II-U0K._! rD!GT&O3-K&!C2P!QC&!O0.CQ!Q-!&1R'2Q0-K!2K1!'RIQRO&D! sD!1C&!0Q2Q&!PC2II!5O-4-Q&!QC&!1&4-'O2Q072Q0-K!-A!&1R'2Q0-K!2K1!QC&!'-K10Q0-KP!A-O!&1R'2Q0-K8!:-QC!2Q!P'C--I!2K1! &IP&UC&O&8!Q-!'-KQO0:RQ&!Q-!QC&!1&T&I-54&KQ!-A!QC&!5&OP-K2I0Q3!2K1!QC&!5O-.O&PP!-A!1&4-'O2Q0'!2K1!P-'02I0PQ!P-'0&Q3D! tD!1C&!0Q2Q&!PC2II!5O-4-Q&!QC&!1&4-'O2Q072Q0-K!-A!'RIQRO&8!&K'-RO2.0K.!2K1!&KPRO0K.!2''&PP!A-O!2II!'0Q07&KP8!&P5&'02II3! U-OH&OP8!Q-!'RIQRO2I!&KG-34&KQ!2K1!'O&2Q0-K8!QCO-R.C!5-5RI2O!.O2PPO--QP!-O.2K072Q0-KP8!2PP-'02Q0-KP!-A!'RIQRO&!2K1!O&'O&2Q0-K8! 4&102!2K1!-QC&O!255O-5O02Q&!4&2KPD! ! 1C&!&:52KP0-K!-A!C0.C&O!&1R'2Q0-K!,-OQR.R&P&!P3PQ&4!K&'&PP2O0I3!045I0&P!QU-!A2'&QP_!QC&!.O-UQC!-A!QC&!KR4:&O!-A! PQR1&KQP!2K1!-A!FGE0D!I'--O10K.!Q-!,-O12Q2 s!0K!rMyA!QC&O&!U&O&!xtDySM!C0.C&O!&1R'2Q0-K!PQR1&KQP8!UC0I&!0K!sArs!QC&!KR4:&O! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! r!O&KQO-!1&!GPQR1-P!EKQ&O10P'05I0K2O&P!1-!0Y'RI-!55!12!2K0T&OP0121&!1&!O-04:O2!e!OGE0sAD! ! vx! The Online Journal of New Horizons in Education Volume 4, Issue 4 ! O20P&1!Q-!trrDvxu8!UC0'C!'-OO&P5-K1P!Q-!2!.O-UQC!-A!usr]D!O-OO&P5-K10K.!Q-!QC0P!42PP0T&!1&42K1!0K'O&2P&8!U&!U2Q'C&1!QC&! 5O-I0A&O2Q0-K!-A!2!O0'C!10T&OP0A0&1!-AA&O!5O-T01&1!:3!QC&!K&U!PQ2Q&!RK0T&OP0Q0&P!-O!5O0T2Q&!RK0T&OP0Q0&P8!UC0'C!:&.2K!Q-!&4&O.&!-K!2! I2O.&!P'2I&!2O-RK1!QC&!&0.CQ0&PD!1C&!P3PQ&4!1&T&I-5&1!P0K'&!QC&K!5O&P&KQP!2!P0.K0A0'2KQ!T2O0&Q3!-A!-O.2K072Q0-K2I!PQOR'QRO&P8!P07&! 2K1!10AA&O&KQ!I&.2I!K2QRO&8!'-RKQ0K.!U0QC!5R:I0'!0KPQ0QRQ0-KP!e!0K'IR10K.!,5&K!2K0T&OP0Q3!2K1!40I0Q2O3!2K1!5-I0'&!0KPQ0QRQ0-KP!-A! C0.C&O!&1R'2Q0-K!e!2P!U&II!2P!U0QC!5O0T2Q&!-K&P8!0K'IR10K.!QC&!'-K'-O12Q2O3!,-OQR.R&P&!O2QC-I0'!2K0T&OP0Q3D! I!ARK124&KQ2I!2P5&'Q!Q-!:&!Q2H&K!0KQ-!2''-RKQ!5&OQ20KP!QC&!10AA&O&KQ02Q0-K!:&QU&&K!RK0T&OP0Q0&P!2K1!5-I3Q&'CK0'PD! 2O:2K-!gsArr8!MxdMyh!O&PR4&P!QC&!0KQO-1R'0K.!-A!QC&!:0K2O3!P3PQ&4!2P!A-II-UP_! 1C&!5-I0Q0'2I!5O-G&'Q!:2P&1!-K!QC&!&:52KP0-K!2K1!10T&OP0A0'2Q0-K!-A!&1R'2Q0-K8!5O&P&KQ&1!:3!3&0.2!0049-!0K!QC&!401dxAP8! 0K!UC0'C!QC&!5-I3Q&'CK0'P!U-RI1!0KQ&.O2Q&!C0.C&O!&1R'2Q0-K!U0QC!RK0T&OP0Q0&P!2K1!-QC&O!0KPQ0QRQ0-KP!-A!P040I2O!&1R'2Q0-K2I! K2QRO&8!U2P!2K!045-OQ2KQ!40I&PQ-K&D!I'QR2II38!QC&!5-I3Q&'CK0'!P3PQ&48!2!PROO-.2Q&!-A!C0.C&O!&1R'2Q0-K!PC-OQ!'3'I&P8!U2P!QC&K! 'O&2Q&1!:3!QC&!P-!'2II&1!3&0.2!0049-!P&A-O4!gU0QC!a2U!vcxt!2K1!c&'O&&da2U!uAscxthD!1C&!'C2K.&!:&'24&!1&A0K0Q0T&I3! '-KP&'O2Q&1!U0QC!QC&!PR:PQ0QRQ0-K!-A!QC&!1&P0.K2Q0-K!-A!aPC-OQ!'3'I&!C0.C&O!&1R'2Q0-Kb!:3!a5-I3Q&'CK0'!C0.C&O!&1R'2Q0-Kb8! RK1&OQ2H&K!:3!QC&!c&'O&&da2U!vrtd1cxM8!UC0'C!PQ2Q&P!QC&!K&U!P3PQ&4!a&NR2I!10.K0Q3!0K!O&I2Q0-K!Q-!RK0T&OP0Q3b8!2IQC-R.C! 2PP0.K0K.!Q-!QC&!K&U'-4&O!P5&'0A0'!-:G&'Q0T&PD! d0QC!QC&!c&'O&&da2U!rtrcyA!2K1!QC&!PR:P&NR&KQ!tAtcyA!P-4&!24&K14&KQP!2O&!0KQO-1R'&1!Q-!QC&!O&A&OO&1!vrtdarcxM8! 0K!-O1&O!Q-!'-OO&'Q!'&OQ20K!2P5&'QP!-A!QC&!5-I3Q&'CK0'Pb!0KPQ2II2Q0-K!P3PQ&4D!$0K2II38!QC&!a2U!sMcyA!'24&!Q-!P&QQI&!QC&!5-I3Q&'CK0'! &1R'2Q0-K!K&QU-OH!0K!,-OQR.2I8!UC0'C!0KQ&.O2Q&P!sx!P'C--IP!0K!rv!K2Q0-K2I!10PQO0'QPD!0R'C!K&QU-OH8!PQO-K.I3!O&.0-K2I0P&18!U2P! &:5&'Q&1!Q-!:&!2!T&O3!045-OQ2KQ!A2'Q-O!A-O!I-'2I!1&T&I-54&KQ8!-K'&!0Q!'-RI1!PR55I3!QC&!QO20K&1!Q&'CK0'02KP!U0QC!QC&!5O2'Q0'2I! 5O&52O2Q0-K!A-O!211O&PP0K.!QC&!O&.0-K2I!P'0&KQ0A0'!2K1!&'-K-40'!P5&'0A0'!K&&1PD! ! F-U&T&O!QC&!I&.0PI2Q0T&!AO24&U-OH!-A!QC&!:0K2O3!'-KPQOR'Q0-K!-A!C0.C&O!&1R'2Q0-K8!QROK&1!-RQ!Q-!:&!QC&!a2U!-K!QC&! 2P&P!-A!QC&!G1R'2Q0-K!03PQ&4!AO-4!rMyS8!UC0'C!&KPCO0K&1!1&A0K0Q&I3!QC&!5-I3Q&'CK0'!PR:P3PQ&4D!f&T&OQC&I&PP!QC&!I2U! &T&KQR2II3!5O-T01&!2K!24:0.R-RP!10PQ0K'Q0-K!:&QU&&K!QC&!QU-!PR:P3PQ&4P!-A!C0.C&O!&1R'2Q0-K!O&.2O10K.!QC&!-:G&'Q0T&8!P'0&KQ0A0'! 1&5QC!2K1!QC&!QC&-O&Q0'2I!2K1!5O2'Q0'2I!'-45-K&KQPD!0R55-P&1I3!'-K'&5QR2I!&1R'2Q0-K!U-RI1!:&!I&AQ!Q-!RK0T&OP0Q0&P!2K1! 5O2.42Q0'!2:0I0Q3!Q-!5-I3Q&'CK0'PD!1C&!a2U!PQ2Q&P!QC&!A-II-U0K.!0K!0QP!IOQ0'I&!rr QC _! t!d!2K0T&OP0Q3!&1R'2Q0-K!5O-T01&P!2!P-I01!P'0&KQ0A0'!2K1!'RIQRO2I!5O&52O2Q0-K!2P!U&II!2P!Q&'CK0'2I!QO20K0K.!QC2Q!&K2:I&P!Q-! 5&OA-O4!5O-A&PP0-K2I!2K1!'RIQRO2I!2'Q0T0Q0&P!2K1!Q-!A-PQ&O!QC&!1&T&I-54&KQ!-A!QC&!PH0IIP!Q-!'-K'&0T&8!0KK-T2Q&!2K1!5O-1R'&!'O0Q0'2I! 2K2I3P0PD! u!e!,-I3Q&'CK0'!&1R'2Q0-K!204P!Q-!5O-T01&!2!P-I01!'RIQRO2I!2K1!Q&'CK0'2I!QO20K0K.!-A!C0.C&O!I&T&I8!2P!U&II!2P!Q-!1&T&I-5!QC&! '252'0Q3!-A!0KK-T2Q0-K!2K1!'O0Q0'2I!2K2I3P0P!2K1!-A!0452OQ0K.!P'0&KQ0A0'!HK-UI&1.&!-A!QC&-O&Q0'2I!2K1!5O2'Q0'2I!K2QRO&!2K1!0QP! 255I0'2Q0-KP!A-O!QC&!5ROPR0Q!-A!5O-A&PP0-K2I!2'Q0T0Q0&PD! ! 1C&!I&2PQ!-K&!'2K!P23!0P!QC2Q!QC&!10AA&O&K'&8!0A!QC&O&!0P!-K&8!0P!T&O3!:IROO&1D!GT&K!P-!0Q!4&2KP!QC2Q!2I-K.!U0QC!QC&! &:5I-P0-K!-A!C0.C&O!&1R'2Q0-K!2''&PP8!,-OQR.2I!RK1&O.-K&!QC&!&:52KP0-K!-A!QO20K0K.!-55-OQRK0Q0&P8!2O0P0K.!AO-4!QC&!'O&2Q0-K!-A! QC&!K&U!5-I3Q&'CK0'!PR:P3PQ&4!:RQ!2IP-!1R&!Q-!QC&!10T&OP0A0'2Q0-K!-A!'-ROP&P!2K1!1&52OQ4&KQP!0K!'I2PP0'!RK0T&OP0Q0&PD! &P01&P8! :O01.0K.!QC&!O&P5-KP0T&K&PP!.25P!-A!5R:I0'!P&OT0'&P8!5O0T2Q&!-AA&O0K.!2''&I&O2Q&1!QC&!5O-'&PP!-A!C0.C&O!&1R'2Q0-K!a42PP0A0'2Q0-Kb8! :O0K.0K.!,-OQR.2I!'I-P&!Q-!QC&!PQ2Q0PQ0'2I!O&2I0Q3!-A!-QC&O!GRO-5&2K!'-RKQO0&PD! F2T0K.!PRO52PP&1!QC&!NR2KQ0Q2Q0T&!I&25!eUC0'C!&KPRO&1!2!.O&2Q&O!&2P&!-A!2''&PP!Q-!C0.C&O!&1R'2Q0-K8!2K1!0K'-O5-O2Q&1! QC&!5&12.-.0'2I!'C2K.&P!O&NR0O&1!:3! -I-.K2e8!0Q!0P!K-U!&T01&KQ!2!'I&2O!K&U!0KAI&'Q0-K!2PPR4&1!:3!&1R'2Q0-K2I!5-I0'0&P! .-T&OK0K.!,-OQR.R&P&!C0.C&O!&1R'2Q0-KD!,K'&!O&'-.K07&1!QC&!13PARK'Q0-KP!O&PRIQ0K.!-A!2K!2K2O'C0'!P3PQ&4!.O-UQC8!QC&!'3'I&!-A! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! s!CQQ5_ccUUUD5-O12Q2D5Qc,-OQR.2IcIIRK-Pg42QO0'RI21-PgK-g&KP0K-g5R:I0'-gQ-Q2Ig&g5-OgK0T&Ig1&g&KP0K-drAAt ! ! vy! The Online Journal of New Horizons in Education Volume 4, Issue 4 ! aRKI040Q&1!&:52KP0-Kb!0P!K-U!:&0K.!'I-P&18!0K!A2T-O!-A!2!.O-U0K.!'-K'&OK!U0QC!QC&!aO&C2:0I0Q2Q0-Kb!2K1!QC&!O&.RI2Q0-K!-A!aPR55I3b! 0K!T0&U!-A!QC&!2'QR2I!P-'02I!QO&K1P!2K1!QC&!I2:-O!42OH&Q!1&42K1D! EK!QRK&!U0QC!UC2Q!C2P!:&&K!C255&K0K.!0K!QC&!O&PQ!-A!GRO-5&8!2K1!2IQC-R.C!U&!'2KK-Q!5O-5&OI3!P5&2H!-A!2!52O210.4! OR5QRO&8!U&!C2T&!U0QK&PP0K.!2!5RPC!A-O!P&QQI0K.!NR2I0Q3!2PP&PP4&KQ!PQ2K12O1P!0K!C0.C&O!&1R'2Q0-KD!d&!'2K!10T01&!QC&!5O-'&PP!0K! QU-!5C2P&P_!QC&!A0OPQ!-K&!'-OO&P5-K10K.!Q-!2K!0K0Q02I!P3PQ&4!-A!4RQR2I!&T2IR2Q0-K!24-K.!5&&O!0KPQ0QRQ0-KPh!2K1!QC&!P&'-K1!-K&! '-0K'010K.!U0QC!QC&!0KQO-1R'Q0-K!-A!2K!0K1&5&K1&KQ!I.&K'3!0K!sAAxD!1C&!420K!PR:G&'Q!-A!QC0P!525&O!0P!5O&'0P&I3!Q-!1&P'O0:&!QC&! P3PQ&4!&PQ2:I0PC&1!:3!QC&!045I&4&KQ2Q0-K!-A!QC&!O&A&OO&1!I.&K'38!C-U&T&O!U&!U0II!PQ2OQ!:3!5O&P&KQ0K.!2!PH&Q'C!-A!QC&! ,-OQR.R&P&!'ROO&KQ!C0.C&O!&1R'2Q0-K!P3PQ&4D! 0 S70-850*+,CDAD5.5089A85,054D2CC9+=0.).C5E0 I''-O10K.!Q-!QC&!I2Q&PQ!O&5-OQ!AO-4!QC&!f2Q0-K2I! -2O1!-A!G1R'2Q0-K!gO-KP&IC-!f2'0-K2I!1&!G1R'2i9-8!sArsh8! ,-OQR.R&P&!F0.C&O!G1R'2Q0-K!,-OQR.R&P&!0P!'ROO&KQI3!420KQ20K0K.!2!13K240'!QO2KPA-O42Q0-K8!:3!T0OQR&!-A!QC&!21&NR2'3!-A!QC&0O! QO20K0K.!5O-T0P0-K!Q-!QC&! -I-.K2!,O-'&PP8!QC&!K&U!I&.2I!AO24&U-OH!-A!QC&!-O.2K072Q0-K2I!2K1!42K2.&4&KQ!0KPQ0QRQ0-KP!e! &PQ2:I0PC&1!:3!QC&!a2U!SscsAAxe!2K1!QC&!A0K2K'02I!'-KPQO20KQP!QC2Q!QC&!'-RKQO3lP!P0QR2Q0-K!045-P&1!-K!QC&!ARK'Q0-K0K.!-A!C0.C&O! &1R'2Q0-K!0KPQ0QRQ0-KPD!G2'C!-A!QC&P&!A2'Q-OP!C2P!:&&K!A-O'0K.!FGE0!Q-!'2OO3!-RQ!PQOR'QRO2I!'C2K.&P8!52OQ0'RI2OI3!'-K'&OK0K.!QC&0O! -5&O2Q0-K!5O-'&PP&P8!:RQ!2IP-!O&.2O10K.!QC&!U23P!-A!&KT0P2.0K.!QC&!ARIA0II4&KQ!-A!QC&0O!40PP0-KD! $0.RO&!s!5O&P&KQP!QC&!'ROO&KQ!C0.C&O!&1R'2Q0-K!,-OQR.R&P&!K&QU-OH!:3!PR:P3PQ&4!2K1!0KPQ0QRQ0-K2I!K2QRO&D! ! ,R:I0'! ,O0T2Q&! 1-Q2I! 0KPQ0QRQ0-K! 0KPQ0QRQ0-KP! 2K0T&OP0Q3! 2K0T&OP0Q0&P! ru! rA! su! 2K0T&OP0Q2O3!0KPQ0QRQ&P!
Load more

Recommended publications
  • Polytechnic Institute of Coimbra Coimbra Institute of Engineering Full Legal Name of the Institution Instituto Politécnico De
    Polytechnic Institute of Coimbra Coimbra Institute of Engineering Full legal name of the institution Instituto Politécnico de Coimbra (IPC) Polytechnic Institute of Coimbra Instituto Superior de Engenharia de Coimbra (ISEC) Coimbra Institute of Engineering ERASMUS Identification Code P COIMBRA02 Town and postcode 3000 Coimbra Country Portugal Website of IPC www.ipc.pt Website of ISEC www.isec.pt Head of the IPC institution Prof. Jorge Conde (PhD) Institutional Coordinator of IPC Prof. Maria João Cardoso (PhD) Head of the ISEC Prof. Mário Velindro (PhD) Contact Person (ISEC) International Relations Coordinator Prof. Mário Velindro (PhD) Contact Person Ms Dália Pires Address Rua Pedro Nunes, Quinta da Nora, 3030-199 Coimbra Telephone 0351 239 790 206 Fax 0351 239 790 201 Email [email protected] Application deadlines For winter term 15th June For summer term 15th November Semester contribution - Accommodation costs IPC Students Residences »128,80€ (down payment + insurance) »125€/month (for long stays) »10€/day (for short stays) Cost of Living at Coimbra Around 600€/month (indicative amount) Special service - Support Since initial contacts with foreign students are usually made by e-mail, the International Relations Office (IRO) tries to offer the best support to students who intend on coming to study in our Institute. To make things easier, we are counting on the help of ESN Student Association ([email protected]). Together with IRO, foreign students are supported at ISEC and in Coimbra day life needs. International Affairs Instituto Politécnico de Coimbra Polytechnic Institute of Coimbra Instituto Superior de Engenharia de Coimbra Coimbra Institute of Engineering (ISEC) Academic Calendar: Autumn (winter) Semester September to January Spring (summer) Semester February to July Application Deadlines: Autumn (winter) Semester 15th June Spring (summer) Semester 15th November Information Sheet Full legal name of the Polytechnic INSTITUTO POLITÉCNICO DE COIMBRA Polytechnic Institute of Coimbra (IPC) ERASMUS Identification Code P COIMBRA 02 Address Av.
    [Show full text]
  • PUBLIC HIGHER EDUCATION the Polytechnic Institute of Porto (IPP) Was Created in 1985 in Order to Offer Excellence in Qualified Education
    STINT PUBLIC HIGHER EDUCATION The Polytechnic Institute of Porto (IPP) was created in 1985 in order to offer excellence in qualified education. IPP is the largest Portuguese Polytechnic Institution, with the most students, teachers, courses and schools. The outcome is a highly diversified offer of training profiles, contexts, targets, extension activities and geographic implementation – in six Municipalities of the Porto District. Near 18,000 students attend the 7 Schools which offer 60 Bachelor Degrees (180/240 ECTS), 58 Masters Degrees and a PhD programme in fields such Engineering, Management, Health Sciences, Music, Arts and Education. IPP Polytechnic of Porto | Porto - ISEP School of Engineering | Porto ISCAP School of Accounting and Administration | Matosinhos ESE School of Education | Porto ESMAE School of Performing Arts | Porto ESEIG School of Management and Industrial Studies | Póvoa do Varzim/ Vila do Conde ESTGF School of Management and Technology | Felgueiras ESTSP School of Allied Health Technology | Vila Nova de Gaia - SAS IPP Student Welfare Services | Porto 1. Brief History of IPP 2. Governance 3. Shared units, resources and activities 4. School networks and cooperation 1. BRIEF HISTORY Porto Polytechnic was created in 1985 within the re-launching of Polytechnic Higher Education in Portugal in 1979. 1985 School of Education (ESE) School of Music and Performing Arts (ESMAE) 1988 Institute of Accounting and Administration (ISCAP) – founded in 1886 1989 Institute of Engineering (ISEP) – founded in 1852 1990 School of Management and Industrial Studies (ESEIG) 1999 School of Management and Technology of Felgueiras (ESTGF) 2006 School on Allied Health Sciences (ESTSP) › The legal framework is provided by the IPP Statutes and Internal Regulations.
    [Show full text]
  • School of Technology Graduate Faculty Handbook (Rev
    i DOCTOR OF TECHNOLOGY GRADUATE STUDENT HANDBOOK Rev. August 2020 Assembled by the Graduate Faculty Purdue Polytechnic Institute Purdue Online - Polytechnic Institute West Lafayette, IN August 2020 NOTE: This document supersedes the Graduate School Policies & Procedures Guide. ii This page is intentionally blank. iii Contents List of Tables .............................................................................................................................. ix FOREWORD .................................................................................................................................. x SECTION 1.0. INTRODUCTION ................................................................................................. 1 1.1 General Information ....................................................................................................... 1 1.2 Doctor of Technology Program Vision ........................................................................... 2 1.3 Doctor of Technology Program Purpose ......................................................................... 2 1.4 Doctor of Technology Program Overview ....................................................................... 2 1.5 Transfer Credits ............................................................................................................... 3 SECTION 2.0. ADMISSION POLICIES AND PROCEDURES .................................................. 4 2.1 Background on Doctor of Technology Admission .........................................................
    [Show full text]
  • Undergraduate Research and Higher Education of the Future
    uarterlyCOUNCIL ON UNDERGRADUATE RESEARCH Summer 2017 Issue | Volume 37, Number 4 UNDERGRADUATE RESEARCH AND HIGHER EDUCATION OF THE FUTURE Also in this issue: Some Pathologies of Undergraduate Research — and How to Cure Them www.cur.org The Council on Undergraduate Research Quarterly is published uarterly in the Fall, Winter, Spring, and COUNCIL ON UNDERGRADUATE RESEARCH Summer by the Council on Summer 2017 Volume 37, Number 4 Undergraduate Research. Editor-in-Chief Engineering The mission of the Council on James T. LaPlant, College of Arts and Sciences Binod Tiwari, Civil and Environmental Undergraduate Research is to support Valdosta State University Engineering Department and promote high-quality undergraduate [email protected] California State University, Fullerton student-faculty collaborative research and [email protected] Issue Editors scholarship. Janice DeCosmo, Associate Dean Geosciences The Council on Undergraduate Research Undergraduate Academic Affairs Laura A. Guertin, Department of Earth Science Quarterly publishes scholarly work that exam- University of Washington Penn State-Brandywine ines effective practices and novel approaches, [email protected] [email protected] explores pedagogical models, and highlights Laurie Gould, Department of Criminal Justice and Health Sciences the results of assessment of undergraduate Criminology Niharika Nath, Life Sciences Department research. As a peer-reviewed publication of Georgia Southern University New York Institute of Technology- the Council on Undergraduate Research, the [email protected]
    [Show full text]
  • Portuguese Higher Education: Present and Future Challenges
    A BRIEF OVERVIEW OF PORTUGUESE HIGHER EDUCATION: PRESENT AND FUTURE CHALLENGES THE HIGHER EDUCATION SYSTEM IN PORTUGAL IS A BINARY SYSTEM: IT COMPRISES UNIVERSITIES AND POLYTECHNIC INSTITUTES. THERE ARE PUBLIC UNIVERSITIES AND POLYTECHNIC INSTITUTES AND PRIVATE UNIVERSITIES AND POLYTECHNIC INSTITUTES. BOTH THE PUBLIC AND PRIVATE SYSTEMS ARE REGULATED BY THE SAME LAW – LAW Nº 62/2007 HIGHER EDUCATION INSTITUTIONS LEGAL REGIME. IN 2010 THERE WERE 393 000 STUDENTS ENROLLED IN HIGHER EDUCATION IN PORTUGAL – 183 000 STUDENTS IN PUBLIC UNIVERSITIES; 110 000 STUDENTS IN THE PUBLIC POLYTECHNIC INSTITUTES AND 90 000 STUDENTS IN PRIVATE HIGHER EDUCATION. THIS MEANS THAT 37, 5% OF STUDENTS ENROLLED IN PUBLIC HIGHER EDUCATION ARE ENROLLED IN POLYTECHNICAL EDUCATION. THE PORTUGUESE PUBLIC HIGHER EDUCATION SYSTEM IS COMPRISED OF 14 UNIVERSITIES AND 15 POLYTECHIC INSTITUTES. THERE ARE ALSO FIVE NON INTEGRATED SCHOOLS: NURSING; TOURISM AND NAUTICAL STUDIES. THE 15 POLYTECHNIC INSTITUTES ARE LOCATED ALL AROUND PORTUGAL: NORTH; CENTER; AND SOUTH – ALONG THE COAST AND IN THE INTERIOR AS OPPOSED TO THE PUBLIC UNIVERSITIES THAT ARE MAINLY LOCATED ON THE COASTLINE. THE LARGEST POLYTECHNIC INSTITUTE HAS 15000 STUDENTS AND THE SMALLEST HAS 2000 STUDENTS, UNIVERSITIES CAN CONFER THREE DEGREES: BACHELOR DEGREE; MASTER AND DOCTORAL DEGREE POLYTECHNIC INSTITUTIONS CAN ONLY CONFER TWO DEGREES: BACHELOR AND MASTER. POLYTECHNIC INSTITUTES CAN ALSO OFFER SHORT CYCLE HIGHER EDUCATION WHICH DOES NOT CONFER A DEGREE (CET – TECHNOLOGICAL SPECIALIZATION COURSES) – 1- 1,5 YEAR DURATION. POLYTECHIC INSTITUTES CAN NOT CONFER A DOCTORAL DEGREE BUT CAN ASSOCIATE THEMSELVES WITH PORTUGUESE AND FOREIGN UNIVERSITIES TO CONFER THE DEGREE. THE MAIN SCIENTIC AREAS WHERE POLYTECHIC INSTITUTES OFFER DEGREES ARE; TEACHER TRAINING; ENGINEERING; BUSINESS; HEALTH; AND AGRARIAN SCIENCES.
    [Show full text]
  • Diploma Supplement
    1 Diploma Supplement 8 INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM The Finnish education system consists of basic education, general and vocational upper secondary education, higher education and adult education. The basic education consists of a nine-year compulsory school for all children from 7 to 16 years of age. Post-compulsory education is given by general upper secondary schools and vocational institutions. The general upper second- ary school provides a three-year general education curriculum, at the end of which the pupil takes the national Matriculation examination (ylioppilastutkinto/studentexamen). Vocational institutions provide three-year programmes, which lead to upper secondary vocational qualifications (ammatillinen perustutkinto/yrkesinriktad grundexamen). General eligibility for higher education is given by the Matriculation examination and the upper secondary vocational qualifica- tion. These qualifications require at least 12 years of schooling. Equivalent foreign qualifications also give general eligibility for higher education. The Finnish higher education system comprises universities (yliopisto/universitet) and polytechnics (ammattikorkeakoulu, AMK/ yrkeshögskola, YH). All universities engage in both education and research and have the right to award doctorates. The polytechnics are multi-field institutions of professional higher education. Polytechnics engage in applied research and develop- ment. The polytechnics use the terms polytechnic or university of applied sciences when referring to themselves. This higher education system description uses the term polytechnic. First and second cycle higher education studies are measured in credits (opintopiste/studiepoäng). Study courses are quantified according to the work load required. One year of studies is equivalent to 1600 hours of student work on average and is de- fined as 60 credits.
    [Show full text]
  • USF-Polytechnic
    STATE UNIVERSITY SYSTEM - 2010 ANNUAL REPORT University of South Florida--Polytechnic Approved by the USF System BOT, December 16th, 2010 1 University of South Florida 2010 Annual Report USF Polytechnic Enrollments # % Degree Programs Offered (As of Spr. 10) Carnegie Classification TOTAL Undergraduate 1,299 100% TOTAL 16 (Fall 2009) Instructional Program: Black 129 10%Baccalaureate 11 Graduate Instructional Hispanic 124 10%Master’s & Specialist’s 5 Program: White 976 75%Research Doctorate 0 Enrollment Profile: SEPARATE CLASSIFICATION Other 70 5%Professional Doctorate 0 Undergraduate Profile: PENDING Full-Time 509 39%Faculty Full- Size and Setting: Part-Time Part-Time 790 61% (Fall 2009) Time Basic: Undergraduate 1,055 81% TOTAL 30 5 Graduate 201 15% Tenure/T. Track 19 0 Elective Classification: Unclassified 43 3% Other Faculty/Instr. 11 5 BOARD OF GOVERNORS – STATE UNIVERSITY SYSTEM GOAL 1: ACCESS TO AND PRODUCTION OF DEGREES (with 2010 University Work Plan "Targets" in Red) Baccalaureate Degrees Graduate Degrees Baccalaureate Degrees Baccalaureate by Group as Awarded Awarded Awarded by Group Percentage of Total USF Baccalaureates 300 363 90 131 120 45% 80 250 100 40% 70 35% 60 200 80 30% 50 25% 150 60 40 78 20% 38.9% 38.1% 254 97 15% 11.6% 100 205 30 40 29 79 10.3% 46 10% 20 21 50 20 5% 10 26 8.4% 10.4% 17 0% 0 0 0 2005-06 2009-10 2005-06 2009-10 Research & Master's 2005-06 2009-10 2005-06 2009-10 Bachelor's Professional Doctorates 2005-06 2009-10 2005-06 2009-10 Black Hispanic Pell Pell Hispanic Black 2012 - 2013 Projected Institutional Contributions in RED PRINT.
    [Show full text]
  • OPO.Doc Where Do I Find Information? (National Board Of
    Where do I find information? www.oph.fi (National Board of Education) in Swe, Fin or English www.ammattinetti.fi The ministry of labour www.mol.fi/avo www.koulutusnetti.fi/koulutusnetti/ (search for an education or a university in Finnish or Swedish) or go to Æ” linkit” www.opintoluotsi.fi/en-GB/ Study in the US: www.fulbright.fi US and SAT tests: collegeapps.about.com/?once=true& Career profiles: www.collegeboard.com/html/careerbrowser.html In the UK: www.britishcouncil.fi/education/education-sessions.htm www.ucas.ac.uk/ In Sweden: www.syoguiden.com/ plenty of information about related things + tests www.studera.nu Abroad in general: www.cimo.fi www.maailmalle.net/Resource.phx/maailmalle/lisatietoja/julkaisut.htx IBO pages http://ibo.org/diploma/recognition/directory/index.cfm http://ibo.org/universities/listalluniversities.cfm?country_name=U.K. what you need in uni http://www.hse.fi/EN/themes/t1/wellbeing/skills/ (kauppis_study skills) http://www.howtostudy.org/overview.php (how to study?) http://www.ucc.vt.edu/stdyhlp.html (study skills) http://www.ib-source.com/title_info.php?id=3167 (IB books) http://www.anagnosis.gr/index.php?pageID=40&la=eng (IB books) OPO.doc Education in Finland is free of charge at all levels when it leads to a qualification. Expenses may, however, arise from accommodation, meals, travelling, study materials, as well as health care and student organization charges. OPO.doc Universities The extent of the Bachelor’s degree is 120 credits and that of the Master’s degree 160-250 credits. The length of studies varies, depending on the field and type of degree.
    [Show full text]
  • PORTUGAL? and Most Inclusive Ranking Showcasing the Diversity in 5 WHAT ARE the PERFORMANCE Higher Education Around the PROFILES of PORTUGAL’S World
    U-MULTIRANK 2020 Portuguese Universities in Global Comparison WWW.UMULTIRANK.ORG U-MULTIRANK 2020 U-Multirank is a unique, multi- dimensional and international CONTENTS ranking of higher education institutions. It compares university performance across 3 AT A GLANCE: teaching and learning, research, HOW DO PORTUGUESE UNIVERSITIES knowledge transfer, interna- FARE IN U-MULTIRANK? tional orienta tion and regional 4 WHICH ARE THE TOP PERFORMING engagement. It is the largest UNIVERSITIES IN PORTUGAL? and most inclusive ranking showcasing the diversity in 5 WHAT ARE THE PERFORMANCE higher education around the PROFILES OF PORTUGAL’S world. It is not a league table TOP SCORING UNIVERSITIES? and does not use composite 6 WHAT DO PORTUGUESE indicators, nor reputation UNIVERSITIES DO BEST? weights. Therefore, there is no one best university in U- 7 HOW DO PORTUGUESE Multirank. The performance of UNIVERSITIES PERFORM GLOBALLY? a university is presented with individual scores – graded from 8 APPENDIX: HOW CAN DETAILED RESULTS BE PRESENTED? ‘A’ (very good) to ‘E’ (weak) across the different areas. 9 WHAT IS U-MULTIRANK? U-Multirank’s 2020 edition presents data on 27 Portuguese higher education institutions. For the full list of all universities from Portugal included in U-Multirank, please visit our website. 2 U-Multirank AT A GLANCE: HOW DO PORTUGUESE UNIVERSITIES FARE IN U-MULTIRANK? • In 2020, U-Multirank presents data on 27 Portuguese higher education institu- tions: both universities as well as polytechnic institutes. • In a global comparison, Portuguese institutions are very strong in the dimen- sion of Regional Engagement. They publish much of their research with other universities in their region.
    [Show full text]
  • A Quantitative Analysis of Curricular and Pedagogical Techniques Used to Promote Interdisciplinary Skills
    AC 2011-1963: EDUCATING BROAD THINKERS: A QUANTITATIVE ANAL- YSIS OF CURRICULAR AND PEDAGOGICAL TECHNIQUES USED TO PROMOTE INTERDISCIPLINARY SKILLS David B. Knight, Pennsylvania State University, University Park David Knight is a PhD candidate in the Higher Education Program at Pennsylvania State University and is a graduate research assistant on two NSF-funded engineering education projects. His research interests include STEM education, interdisciplinary teaching and research, organizational issues in higher education, and leadership and administration in higher education. Email: [email protected] Page 22.519.1 Page c American Society for Engineering Education, 2011 Educating Broad Thinkers: A Quantitative Analysis of Curricular and Pedagogical Techniques Used to Promote Interdisciplinary Skills Introduction As problems of modern-day society increase in complexity, addressing issues from multiple perspectives is essential for finding solutions1. To address this need, the federal government has called for a shift from discipline-based approaches to interdisciplinary ones to foster more innovative research and results. The Spellings’ Commission identified disciplinarity as a major barrier to progress for higher education and asserted that innovation occurs at the intersections of fields2. Thus, the National Academy of Engineering3, National Academy of Sciences4, and National Institute of Health5 identified interdisciplinary issues as pressing for society, working under the assumption that interdisciplinary educational approaches more effectively foster innovation than discipline-based educational programs.2,3. Such a shift is presumed to promote U.S. global competitiveness, national security, and economic prosperity2,3,6. Integrating interdisciplinarity into the undergraduate curricula better prepares students for the workforce and for civic participation by facilitating the development of problem solving and critical thinking skills7,8,9.
    [Show full text]
  • The Polytechnic Universities in China's Transformation
    international higher education focus on china 11 the university, an issue seen as a question of life or death con- The reforms extended well beyond the personnel sphere cerning China’s traditional culture. They raised the matter to and far outside the university campus, taking in some funda- the level of principles and accused the reformists of breaking mental issues underlying Chinese higher education develop- the law. ment. The responses to the reform plan demonstrated the dif- The reform plan received strong support from other univer- ficulty of China’s university reforms as “the last fortress of a sity leaders, such as Zhu Qingshi—president of the University command-and-control society.” A number of issues that of Science and Technology of China—who saw Peking's policy emerged during the process of Peking University’s personnel as pioneering work and wanted to follow suit. The proposal reforms illustrated China’s long-standing struggle to strike a was also well received by higher education experts—including balance between dominant Western models and carrying for- Pan Maoyuan and Yang Dongping, respectively, from Xiamen ward its own rich cultural and educational traditions. The expe- University and Beijing University of Science and Technology. rience reiterated the complexity of the internationalization of Ji Baocheng, president of Renmin University, stated that the Chinese universities. reform was an important step forward as China’s higher edu- cation reform reached a critical time. He insisted that reform of the personnel system was the primary reform needed. A similar viewpoint was expressed by Hou Zixin, president of Nankai University.
    [Show full text]
  • The Professional Doctorate in Technology Leadership, Research & Innovation
    Paper ID #26030 The Professional Doctorate in Technology Leadership, Research & Innova- tion Dr. Kathryne Newton, Purdue Polytechnic Institute Dr. Kathy Newton is an Associate Dean of Graduate Programs and Faculty Success for the Purdue Poly- technic Institute at Purdue University. She is a Professor of Supply Chain Management Technology in the School of Engineering Technology. Her teaching and scholarly interests are in the areas of supply chain management, quality control, and graduate education. She served as Department Head of Industrial Technology from 2007 to 2010. Prior to her appointment at Purdue University in 1993, she spent seven years teaching for Texas A&M University’s Department of Engineering Technology. Dr. Newton has a Ph.D. in Educational Human Resource Development, a Master’s degree in Business Administration, and a B.S. in Industrial Distribution, each from Texas A&M University. Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Mitchell L. Springer PMP, SPHR, SHRM-SCP Dr. Springer currently serves as an Executive Director for Purdue University’s Polytechnic Institute lo- cated in West Lafayette, Indiana. He has over thirty-five years of theoretical and defense industry-based practical experience from four disciplines: software engineering, systems engineering, program manage- ment and human resources. Dr. Springer possesses a significant strength in pattern recognition, analyzing and improving organizational systems. He is internationally recognized and has contributed to scholarship more than 300 books, articles, presentations, editorials and reviews on software development methodolo- gies, management, organizational change, and program management. Dr. Springer sits on many university and community boards and advisory committees.
    [Show full text]