INSTITUTO POLITÉCNICO DE BEJA

Self-Evaluation Report

European University Association Institutional Evaluation

February 2010

TABLE OF CONTENTS

TABLE OF CONTENTS I

LIST OF ANNEXES II

LIST OF FIGURES II

LIST OF TABLES II

LIST OF ACRONYMS III EXECUTIVE SUMMARY IV

1. INTRODUCTION 1

2. NACIONAL AND INSTITUTIONAL CONTEXT

2.1 HISTORICAL BACKGROUND 2

2.2 INTERNAL ORGANIZATION OF THE IPBEJA 2

2.3 POSITION OF IPBEJA IN THE DISTRICT 3

2.4 EDUCATION SYSTEM IN PORTUGAL 4

2.5 HIGHER EDUCATION IN PORTUGAL 4

2.6 POLYTECHNIC HIGHER EDUCATION 4

2.7 STUDENTS, ACADEMIC STAFF, NON ACADEMIC STAFF AND MANAGERIAL ROLES 5

2.8 CURRENT SITUATION OF THE REGIONAL AND NATIONAL LABOUR MARKETS 7

2.9 AUTONOMY 8

3. SECTION I – NORMS AND VALUES

3.1 ORGANIZATION OF THE MISSION 8

3.2 GOVERNANCE AND MANAGEMENT 10

3.3 ACADEMIC PROFILE 11

3.4 LOCAL AND REGIONAL LOCATION 15

4. SECTION II – ORGANIZATION AND ACTIVITIES

4.1 MANAGEMENT PRACTICES 16

4.2 FUNDING 17

4.3 FACILITIES (EQUIPMENT AND LABORATORIES) 19

4.4 HUMAN RESOURCES 20

4.5 STUDENT SUPPORT SERVICES 20

4.6 CONNECTING WITH THE COMMUNITY 22

4.7 INTERNATIONALIZATION 23

5. SECTION III – QUALITY PRACTICES 24

6. SECTION IV – STRATEGIC MANAGEMENT AND CAPACITY OF CHANGE 26

7. SECTION V – THE DYNAMIC OF R&D AND TECHNOLOGICAL POTENTIAL 29

8. FINAL CONSIDERATIONS 31

ANNEXES

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LIST OF ANNEXES

Annex 1 – Establishment of the IPBeja and its Organizational Units Annex 2 – Organizational Chart Annex 3 – Location of the IPBeja Annex 4 – Municipalities which are part of the District of Beja Annex 5 – Maps of Universities and Polytechnics, public and private, in Portugal Annex 6 – Distribution of Students by gender by Organizational Units, 2008/2009 Annex 7 – No of students enrolled by region Annex 8 – No of student in the last five academic years by Organizational Unit Annex 9 – Vacancies, placements and rate of student places filled by Bologna 1st cycle courses Annex 10 – Development of academic staff Annex 11 – Progress on non academic staff Annex 12 – Level of education of non academic staff, 2009 Annex 13 – Managerial positions, by level of education and gender Annex 14 – Graduate Employability Annex 15 – Education and Employment, Journal “i” Annex 16 – Unemployment by NUTS II, 2009 Annex 17 – Strategic Map Annex 18 – Undergraduate courses, (Licenciaturas – Bologna 1st cycle 2008/2009) Annex 19 – Masters Annex 20 – Postgraduate Annex 21 – Courses of Technology Specialization (CET) Annex 22 – Short Courses (Cursos de Curta Duração) Annex 23 – Projects and Partners Annex 24 – Geographical background of the students Annex 25 – Levels of education of the resident population (2004) Annex 26 – 2004/2008 Budget implemented, by source of funding Annex 27 – IPBeja‟s Budget 2009, Revenue/Expense – Initial Funding Approved Annex 28 – Academic staff developing their careers Annex 29 – Data from Welfare Services (SAS), IPBeja Annex 30 – Organizational Chart of Welfare Services of IPBeja Annex 31 – Number of queries to GAPP Annex 32 – Activities carried out by GAAD Annex 33 – ERASMUS Mobility (students) Annex 34 – ERASMUS Mobility (academic staff) Annex 35 – ERASMUS Partner Institutions Annex 36 – Vasco da Gama Mobility Annex 37 – Evaluated courses by ADISPOR

LIST OF FIGURES

Figure 1 – Organization of the Mission 9 Figure 2 – Central Services of the IPBeja 10

LIST OF TABLES

Table 1 – Enrolled students, according to their selected degree, by Organizational Unit (2008/2009) 5 Table 2 – Academic staff, according to their professional category, 2009 6 Table 3 – Non-academic staff, according to their professional category 7 Table 4 – Operation Budget and investments of the plan, 2009 18 Table 5 – Welfare Services Budget 21

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LIST OF ACRONYMS

ACOS – Association of Cattle Breeders Breed of South (Associação de Criadores de Ovinos do Sul) AEBAL – Business Association and the Alentejo Litoral (Associação Empresarial do Baixo Alentejo e Litoral) CEBAL – Agricultural Biotechnology and Agro Food Center of the Baixo Alentejo e Litoral (Centro de Biotecnologia Agrícola e Agro-alimentar do Baixo Alentejo e Litoral) CET – Courses of Technological Specialization (Cursos de Especialização Tecnológica) COTR – Operational Center of Irrigation Technology (Centro Operativo e de Tecnologia de Regadio) CTC – IPBeja – Centre for Knowledge Transfer (Centro de Transferência de Conhecimentos) ECTS – European Credit Transfer System (Sistema Europeu de Acumulação e Transferência de Créditos) EDAB – Business Development of Beja Airport (Empresa para o Desenvolvimento do Aeroporto de Beja) EDIA – Business Development and infrastructures of Alqueva (Empresas de Desenvolvimento de Infra-estruturas do Alqueva, S.A.) ESA – School of Agrarian Studies (Escola Superior Agrária) ESDIME – Agency for the Developmenof Southwest Alentejo (Agência para o Desenvolvimento Local do Alentejo Sudoeste) ESE – School of Education (Escola Superior de Educação) ESS –School of Healthcare (Escola Superior de Saúde) ESTIG – School of Technology and Management (Escola Superior de Tecnologia e Gestão) GAPP – Office of Psycho-Pedagogical Support (Gabinete de Apoio Psico-Pedagógico) GAAD – Sport Activitiy Support Office (Gabinete de Apoio à Actividade Desportiva) GPEARI – Office of Planning, Strategy, Evaluation and Internacional Relations (Gabinete de Planeamento, Estratégia, Avaliação e Relações Internacionais) GVA – Gross Value Added (VAB - Valor Acrescentado Bruto) IEFP – Portuguese Institute of Employment and Vocational Training (Instituto de Emprego e Formação Profissional) INE – Statistics Portugal (Instituto Nacional de Estatística) IPBeja – Polytechnic Institute of Beja (Instituto Politécnico de Beja) LNEG – National Laboratory of Energy and Geology (Laboratório Nacional de Energia e Geologia) MCTES – Ministry of Science, Technology and Higher Education (Ministério da Ciência, Tecnologia e Ensino Superior) NERBE – Business Nucleus (Núcleo Empresarial da Região de Beja) NUTS – Nomenclature of Territorial Units (Nomenclaturas das Unidades Territoriais para Fins Estatísticos) PALOP – Portuguese Speaking African Countries (Países Africanos de Língua Oficial Portuguesa) PCTA – Park of Science and Technology of the Alentejo (Parque de Ciência e tecnologia do Alentejo) PED – Strategic Development Plan (Plano Estratégico de Desenvolvimento) PRN – National Road Plan (Plano Rodoviário Nacional) QREN – Strategic Reference Framework National (Quadro de Referência Estratégico Nacional) QUAR – Assessment Framework and Accountability (Quadro de Avaliação e Responsabilização) RJIES – Legal Framework Governing the Higher Education Institutions (Regime Jurídico das Instituições de Ensino Superior) RESIALENTEJO, E.I.M. – Recovery and Treatment of Waste (Tratamento e Valorização dos Resíduos) SAS – Welfare Services (Serviços de Acção Social) SOMICOR – Mining Company (Sociedade Mineira de Neves – Corvo, S.A.) ULSBA – Local Health Unit of the Lower Alentejo (Unidade Local de Saúde do Baixo Alentejo) ZIPIPB – Zone of Influence Close to the Polytechnic Institute of Beja (Zona de Influência Próxima do Instituto Politécnico de Beja)

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STATEMENT

I, Vito de Jesus Carioca, President of Instituto Politécnico de Beja, declare that I followed the self-evaluation process and read this self-evaluation report. On behalf of the Institute, I accept the responsability for boht.

EXECUTIVE SUMMARY

“In the parameters for the evaluation of quality, determined by the RJIES, it is evident, as an undeniable and urgent reality, that only the institutions relying on a solid and continuous qualification of staff and students, a scientific production adjusted to the challenges of society, a policy of involvement with the community, a spirit of service, a synergy and sharing of efforts and experiences can be attractive and distinguished by quality.”

(Carioca, Vito 2008)

As assessment is a moment of shared reflection, a key component of the planning process and strategic management aimed at the optimization of resources and (re)orientation of action, the Polytechnic Institute of Beja (“IPBeja”) considered it important to subscribe to the Institutional Evaluation Programme developed by the European University Association (“EUA”).

This evaluation process occurs within a context of transition which now affects the life of the IPBeja, as a result of the new Statutes, the consequent internal reorganization, and the new management framework. It also reflects the new challenges faced by Higher Education, above all the firm determination in the pursuit for a qualified faculty and updated educational programs, within the assumption that Higher Education Institutions must be important centers for research and local development.

It should also be noted that the Institute is compiling a Strategic Development Plan for the four year period of 2010-2013 – which aims to redefine, through joint review, the Institute‟s mission in Portugal and the region‟s surrounding educational environments. Our aim is that this is a strategic guidance document for management of the IPBeja and that it predicts and formalises change, thus enabling the Institute to tackle the new challenges of the social system and the European framework.

The direction envisaged in the Strategic Development Plan aims at the assumption of excellence, innovation, competence, quality and internationalization as fundamental values, as well as at the implementation of adequate measures and practices, which may transform the IPBeja into a more flexible and responsible organization, through actions that involve: scientific development, knowledge transfer, creation of “added value” in terms of “new “ products, services, and human resources; and the consolidation of the offer of undergraduate programs, in close connection with the needs of the Region.

Thus, this report presents a structure that comprises the characterization of this Institution and its contextualization in the territory and after is divided in 5 sections, namely: Norms and Values, Organization and Activities, Quality Practices, Strategic Management and Capacity of Change and The Dynamic of R&D and the Technological Potential. The purpose of this reflection is to stress the capacity and potential which characterizes this Institution and, simultaneously, aspire to the spirit of innovation on the part of everyone involved in the activity of the IPBeja.

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1. INTRODUCTION

The main objective of the process of Institutional Self-Evaluation is the development of an in- depth and shared reflexion about the Institute in order to draw up an accurate report that shows evidence of its evolution since its establishment, presents its practices, identifies its potential and determines its weaknesses and any remaining obstacles to be overcome.

For this, a methodological strategy was outlined and primarily took into account the various documents which, over a medium length of time, helped to define the mission of the Institute, namely:  the Strategic Development Plan – PED – for the period of 2002/20061;  the Prospective Evaluation of the Strategic Development Plan 2002-20062;  the application Programme of the current Presidency of the IPBeja, which was carried out using the documents previously mentioned and others; and which was also based on a shared reflexion of the mission, values and areas of focus for the future.

Another phase of the strategy was the establishment of several working groups, namely the:  Steering Committee, a group composed of several individuals, who have important roles in managing and coordinating the operation of the IPBeja at its different levels. The committee‟s main responsibilities were to promote internal institutional reflexion (discussion and validation of the processes of SWOT analysis) and to contribute to the preparation, discussion and validation of the final report, making it available to the entire academic community. This group was made up of the: Polytechnic‟s Presidency; Directors of the Organizational Units; IPBeja‟s Administrator; Welfare Services‟ Administrator; President of the Assessment and Quality Assurance Council; Pro-president of the Planning and Strategic Development Services; Pro-president of the Quality, Assessment and Procedures Office]; Representative of non-academic staff; Representative of students in the Assessment and Quality Assurance Council; Student Adjudicator.

 Drafting Group, whose main responsibilities were to gather and organise information, to create the tools used in the internal discussions (SWOT template) and to facilitate observation and consequent analysis of information. They were also responsible for regular presentations to the Steering Committee on how to increase further reflexion, as well as drafting preliminary versions of the report based on the guidelines provided by the EUA and the contributions made at the various stages of meetings and focus groups. This group was made up by: João Leal; Sandra Saúde; Luís Domingues; Sandra Lopes; Carla Nunes.

1 CESO, 2006. 2 ImproveConsult. Quartenaire Portuguesa, 2008.

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During the process of self-evaluation, resulting in this report, there were some constraints due to the transition towards the implementation of the new statutes and the election of the current President of the Institute. The dynamics of this transition led to internal reorganization, for example new services were established (due to mergers), various new bodies were created and management and coordination methods were changed. As a result, profound changes were made in terms of contexts and practices which are still maturing and not fully consolidated.

2. NATIONAL AND INSTITUTIONAL CONTEXT

2.1 HISTORICAL BACKGROUND

The Institute, Public Institution of Higher Polytechnic Education, was established by Decree-Law No. 513-T/79 of 26 December3. By way of Order 171/MEC/87 of 17 July, there is the appointment of the 1st President of the Management Committee of the IPBeja. The start of the mandate was on 7 August 1987, the date also coincided with the start of operations, incorporating it the School of Education (“ESE”) and the School of Agrarian Studies (“ESA”), which had already been set up.

However, the training needs for higher education, for example in the field of technology and management, which are more prominent in certain regions of the country and the demands of the economic and business community justified the extension of the area of activity of the Institute. Two more schools were then created: the School of Technology and Management (“ESTIG”), starting its academic activities in 1995. More recently, in 2002, the School of Nursing – currently the School of Healthcare (“ESS”) – has also been incorporated in this Institute.

2.2 INTERNAL ORGANIZATION OF THE IPBEJA

Faced with the new legal framework governing Higher Education Institutions (“RJIES”)4, the IPBeja proceeded to alter its Statutes, by way of Order No. 47/2008 and is currently undergoing a period of change and Institutional reorganization, resulting from these new forms of organization and management.

Thus, the IPBeja includes:

 Organizational Units of Teaching and Research5: School of Agrarian Studies – ESA – currently offers training in the areas of Agriculture, Forestry and Fisheries, Life Sciences, Environment Protection and Manufacturing Industries; School of Education – ESE – presently offers courses in the fields of Training of teachers/Education Science, Social and Personnal Services, Arts and Social Sciences and Behavioral; School of Technology and Management – ESTIG – offers courses in the fields of Engineering, Architecture and Construction, Business Studies, Security and Personnal Services; School of Healthcare – ESS – which recently joined the IPBeja and offers training in the area of Healthcare6.

 Organisational Units to Support Education and Development: Library; Botanical Museum;

3 This Law also regulates the regime of establishment of Higher Education Polytechnics and defines the validity of the mandates, which begins when the Management Committees commence their duties and responsibilities. 4 Law No. 62/2007, of 10 September. 5 Annex 1 – Establishment of the IPBeja and its Organizational Units. 6 According to the codes of the National Classification of Fields of Education and Training (Classificação Nacional das Áreas de Educação e Formação).

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Centre for Knowledge Transfer – CTC.

 Services: Welfare Services – SAS.

The Institute also offers other services with the purpose of providing permanent technical and administrative support, which are necessary for its smooth running and help to maintain the organizational structure7.

2.3 POSITION OF IPBEJA IN THE DISTRICT

The IPBeja‟s campus is situated in the city of Beja8, a Region of the Alentejo (NUT II), integrating the sub-region of Baixo Alentejo (NUT III) [southern part of the Region]. Beja is the capital city of this District, which is the largest of the country, composed of 14 municipalities9, which total an area of 10,225 Km². It is bordered to the north by the District of Évora (Alentejo Central), on the east by Spain, south by the District of Faro and northwest by the District of Setúbal (Alentejo Litoral [coastal part of the Region]).

The District is part of the Alentejo Region, which, according to the Statistics Portugal – INE10, has a resident population of 535,507 inhabitants. Compared to the recorded data from the 2001 Census, this marks a decrease of 28,026 inhabitants (-5.2%). We find that the Alentejo shows a decrease in population in all sub-regions (NUT III), which is more accentuated in the Alto Alentejo [northen part of the Region] and Baixo Alentejo. Also, in 2008 the population density in its four sub-regions showed one of the lowest at a national level, corresponding to an average of 19 inhabitants/km2 with slight differences in the Alentejo Central (23.4 inhabitants/km2).

With regard the businesses in the region, as in the rest of the country, these are characterized by micro-enterprises. In Baixo Alentejo, there is a greater number of micro-enterprises, above the regional average. However, all the sub-regions (NUT III) show considerable turbulent business demography, which can be explained by changes at the level of the size of company structure, mainly in terms of strengthening of micro and small companies. From 1996 to 2004, there was a very high business dynamics in the creation of new businesses in the Alentejo. Moreover, companies in the mining industry (Sines) and in construction (Alqueva), doubled in that period; and the other sectors such as manufacturing, commerce, hospitality and catering, rentals and services were also subject to the creation of new businesses. However, in terms of the staff working for the companies in the Alentejo Region, the increase is not as significant, which can be explained by the strengthening of micro-enterprises. Though, in general, business statistics for the period of 1996-2004, show an increase in their creation, personnel, personnel costs and turnover (PRIA – Regional Plan for the Alentejo‟s Innovation, 2005).

The fact that there are several important companies in this district enables the development of a strategic action plan from the IPBeja, not only on the eventual establishment of future partnerships, but also regarding the level of training we can offer. Examples of these Public Companies are: EDIA – Business Development and Infrastructures of Alqueva – and EDAB – Business Development of Beja Airport – both situated in the city of Beja; and also the largest extracting company in the country, Somincor, situated in Castro Verde.

7 Annex 2 – Organizational Chart. 8 Annex 3 – Location of the IPBeja. 9 Annex 4 – Municipalities which are part of the District of Beja. 10 2008 Data, calculations from the portal www.ine.pt on 30 July 2008 – Last up-date of data was made on 20 November 2009.

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2.4 EDUCATION SYSTEM IN PORTUGAL

In brief, it is important to explain the levels of the Portuguese education system, namely:  Pre-School Education – not compulsory, has a target-group of 3-6 year olds;  Elementary Education – represents the compulsory minimum and free level of education. It is organised in the 1st Cycle (4 years of schooling), 2nd Cycle (2 years of schooling), 3rd Cycle (3 years of schooling) and from 200911, Secondary School education also became part of this group (3 years of schooling);  Higher Education – incorporating the Polytechnic and University subsystems.

2.5 HIGHER EDUCATION IN PORTUGAL

With regards to higher education, it is organized in a binary system, consisting of University education and Polytechnic education, each with distinct objectives which are translated into plans and individual curricular conceptions. University Education should “move towards the provision of solid scientific training, combining forces and competencies of teaching and research units”, and Polytechnic Education should “focus mainly on vocational training and on advanced technical courses”12. Higher education institutions can either be public or private13. With this in mind, it is important to highlight the XVII Programme of the Portuguese Government where “one of the key goals of the higher education policy, in the period of 2005-2009, is to ensure the qualification of Portuguese students in Europe by implementing the Bologna Process, offering a unique opportunity to encourage attendance at a higher education institution, to improve the quality and recognition of the training offered, to promote student and graduate mobility and internationalization of our teaching…”14. The same document demonstrates the amendments in light of the law governing the framework of the Portuguese education system (Lei de Bases do Sistema Educativo) in respect of the new model of organization of Higher Education.

The Bologna Process structures higher education into a three cycle system – where the 1st leads to a degree (Licentiate), the 2nd to a Master‟s degree and the 3rd to a Doctorate – which are subject to prior accreditation. These cycles are based on the European Credit Transfer and Accumulation System (ECTS), which facilitates the recognition of courses across Europe and the integration of courses and institutions in the European area of tertiary education. This Process aim also to promote an education based on the development of competencies, in promoting mobility and professional competitiveness, in favour of a system governed by the sharing of knowledge. Lifelong learning is another relevant aspect to merit attention, creating conditions for access to higher education, capable of attracting people who are over 23 years of age and have left school without fulfilling their ambitions, or for those who have opted not to go on to full-time tertiary education, such as the Courses of Technological Specialization (“CET”).

2.6 POLYTECHNIC HIGHER EDUCATION

In Portugal, the Polytechnic Higher Education System was established in 198615. The organization and the attributions of these institutions are regulated by the Statute and Autonomy of Higher Education Polytechnic Institutes (Estatuto e Autonomia dos Estabelecimentos de Ensino Superior Politécnico)16. According to this Law, Polytechnic Institutes who had a strong regional character were able to award bachelor‟s degrees. Concurrently, since 1998, [Portuguese] Institutes have also been able to confer the degree of Licentiate - a qualification that previously could only be given to Licentiates in Teaching; and since 2005, with the second

11 Law No 85/2009, of 27 August. 12 Decree 62/2007, of 10 September, legal framework governing higher education institutions. 13 Annex 5 – Maps of Universities and Polytechnics, public and private, in Portugal. 14 Decree 74/2006, of 24 March, legal framework of degrees and diplomas in higher education. 15 Law No. 46/86, of 14 October, Lei de Bases do Sistema Educativo. 16 Law No. 54/90, of 5 September, Estatuto e Autonomia dos Estabelecimentos de Ensino Superior Politécnico.

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alteration to law governing the framework of the Portuguese Education System17, Polytechnics have also been able to confer Master‟s degrees.

According to RJIES, previously cited, Polytechnic Institutes must include a minimum of two schools in different scientific areas of study, which may have their own systems in place for self- government and management autonomy, taking into account the Statutes. The courses offered meet demand in the country, but aim at especially meeting the needs and demands of their surrounding environment.

It must be added that the number of graduates in higher education has doubled over the last decade. This expansion process has derived mainly from the increase of higher education polytechnic institutions in the 80s and 90s, growing at a faster rate than university education, representing in 2001, almost 42% of the total number of students18. However, the current situation experienced by higher education institutions, especially by polytechnics, is at a transitional stage, requiring a great capacity for change and adaptation. The context for change is essentially a consequence of what has been stated before: the Bologna Process and the changes to the legislative and regulatory framework.

2.7 STUDENTS, ACADEMIC STAFF, NON-ACADEMIC STAFF AND MANAGERIAL ROLES

 Students

In the academic year of 2008/2009, enrolled students were distributed as follows:

Table 1 – Enrolled students, according to their selected degree, by Organizational Unit (2008/2009)

Undergraduate Organizational Degree Postgraduate Master’s CET TOTAL Unit (School) (Licentiate) ESA 575 - 50 153 778 ESE 704 47 19 - 770 ESTIG 1 117 30 - 44 1 191 ESS 359 - - - 359 TOTAL 2 755 77 69 197 3 098 Source: Central Services of the IPBeja, 15.12.09

Of all the students enrolled in the academic year 2008/2009, there was a predominance of female students (corresponding to 55.4% of the total)19.

Considering the evolution of the number of students enrolled in the Alentejo Region, between the academic years of 1999/2000 and 2000/2001, there was an increase (which saw the number of students rise from 19,708 to 21,500). However, the following academic years showed a decrease in numbers, which also dropped in virtually all other regions of the country20. Along with the national trend of declining student numbers at Higher Education Institutions, over the last academic year, the IPBeja registered a drop compared to the previous 4 years21, in terms of enrolled students.

With regards the level of filled student places22 in the current academic year (2009/2010) and in the previous academic year, in the first round of offers the IPBeja is ranked at the same level as the other Polytechnics located in the interior region of the country, such as the IPGuarda,

17 Law No. 49/2005, of 30 August. 18 Tertiary Education in Portugal – Background Report prepared to support the international assessment of the Portuguese tertiary education system, April 2006, Ministry of Science, Technology and Higher Education, p. 14. 19 Annex 6 – Distribution of students by gender by Organizational Unit, 2008/2009. 20 Annex 7 – No of enrolled students by region. 21 Annex 8 – No of students in the last five academic years by Organizational Unit. 22 Annex 9 – Vacancies, placements and rate of student places filled by Bologna 1st Cycle courses.

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IPBragança, IPTomar and also the IPPortalegre. In the analysis of the ability to attract new students, we found two explanatory reasons, namely: (1) predominantly, the attractiveness of a University Education as opposed to a Polytechnic Education – 43% of the total number of students placed at a Polytechnic Institution in the last two academic years and 67% at a University (GPEARI, 2009); (2) the geographical location of the institutions coupled with their social and geographical conditions – in the specific case of the IPBeja, the population of its catchment area, Alentejo (NUT II), is demographically aged and regressive23.

 Academic Staff

In terms of academic staff, the table below illustrates the distribution of staff by professional category:

Table 2 – Teaching staff, according to their professional category, 2009

Academic Staff Professional Categories % (Absolute Values) Assistant 1st Triennium 4 1,7 Assistant 2nd Triennium 8 3,4 Guest Assistant (part-time) 30 12,8 Assistant 1st Triennium (short-term contract) 23 9,8 Assistant 2nd Triennium (short-term contract) 47 20,1 Assistant Lecturer 85 36,3 Assistant Lecturer (short-term contract) 16 6,8 Coordinating Lecture (without aggregation) 11 4,7 Guest Assistant Lecturer (part-time) 7 3,0 Requested Lecturer 3 1,3 Total 234 100,0 Source: Human Resources of the IPBeja, Map of Human Resources on 15.12.2009

It should be noted that in the same month last year (December 2009), the total number of teachers was higher (240)24. On analysis by category, there is a high percentage of teachers who are on short-term contracts, with no permanent ties to the Institution (36.7% of the total) a rather inferior figure in relation to permanent teaching staff (46.1%), of which 41.0% are Assistant Lecturers or Coordinators. Given the nature and specificity of some modules, it was necessary to employ temporary guest teachers (12.8%), so that modules could be taught with the required quality. The figures presented in each of the situations are not consistent with the established legal requirements, which state that permanent lecturers “(…) should represent at least 70% of the number of teaching staff in each institution of Higher Education” and the number of visiting scholars (specialists) “must represent at least 20% of the number of teaching staff from each institution of higher education”25.

With regards the qualifications and in accordance with the same source, the academic staff can be broken down as follows: 14.5% hold a PhD, 53.7% are Masters and 30.8% hold a Licentiate degree. One teacher has a Bachelor‟s degree and another completed secondary school (the latter is considered an Expert in the field of Arts). Emphasis is given to the need to invest in the training of teachers to achieve the number of PhDs in order to meet the new legal requirements for higher education.

 Non-academic Staff

It is also important to focus on the non-academic staff26. Please refer to the table below.

23 In 1991, the aging rate in the Alentejo region corresponded to 111 against 68 in the rest of the country; and in 2007 there were 184.5 elderly people per 100 young people. In the rest of the country, this rate was 113.6 (INE – provisional estimates of the resident population, 2007). 24 Annex 10 – Development of academic staff. 25 Decree 207/2009, of 31 August, Teachers‟ Career Development Statutes in Polytechnic Education (Estatuto da Carreira do Pessoal Docente do Ensino Politécnico, art. 30). 26 Annex 11 – Progress of non-academic staff.

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Table 3 – Non-academic staff, according to their professional category

Professional Category Total % Operations Assistant 57 32,9 Technical Assistant 64 37,0 Technical Coordinator 2 1,2 Operations Manager 1 0,6 (G. 1 N.1) Computer Specialist 2 1,2 (G. 1 N.2) Computer Specialist 1 0,6 (G. 2 N.1) Computer Specialist 3 1,7 (N.1) Assistant Computer Technician 1 0,6 (G.1 N.1) Computer Technician 1 0,6 (G.1 N.2) Computer Technician 1 0,6 (G.2 N.1) Computer Technician 4 2,3 Senior Technician - holds a degree 36 20,8 Total 173 100,0 Source: Human Resources of the IPBeja, Map of Human Resources on 15.12.2009

The majority of staff falls under the professional category of Technical Assistant (37.0%), Operations Assistant (32.9%) and Senior Technician (20.8%). With regard to qualifications, of the 173 members of staff, 28.9% hold a Licentiate degree, 22% have completed the 3rd Cycle and 19.1% completed Secondary School27. Among the non-teaching staff, 68.8% are women and 31.2% are men.

 Managerial Roles

The Institute has several members who carry out managerial positions, namely, a President, two Vice-presidents, two Administrators – one assigned to the IPBeja and the other to the Institute‟s Social Services – four Directors of the Organizational Units, four Sub-Directors to those same Units and three Pro-Presidents28.

2.8 CURRENT SITUATION OF THE REGIONAL AND NATIONAL LABOUR MARKETS

It cannot be disputed that the current labour market is suffering a high level of change, in a context of economic and financial crisis, both internationally and nationally. Portugal has recorded an increase in unemployment which affects the well-being and quality of life of its people, regardless of their level of education. Looking specifically from June 200929, Portugal totalled 472,873 unemployed people (90,375 more than in June 200830) of which 37,692 held a higher education degree. Of these graduates who registered with the Job Centre, 36% of those graduated from a polytechnic institution and 64% from a university. Data shows that there has been a greater contribution from university education graduates who have registered with the Job Centre31.

An analysis of the level of unemployment among graduates of different courses, allows us to conclude that in some cases, there is a coincidence between the search for a course by candidates (in 1st and 2nd round applications) and the demands for professionals in that area of qualification, for example: in the case of Nursing, Tourism, Arts and Multimedia and Sports. However, other courses where demand declined continue to show satisfactory levels of employment by graduates, as is the case of Socio-cultural Animation, Food Engineering and Civil Engineering32. Of course this data would have to be combined with other indicators to conclude more precisely about the employability associated with each case, which would assist

27 Annex 12 – Level of education of non-academic staff, 2009. 28 Annex 13 – Managerial positions, by level of education and gender. 29 GPEARI, A procura de emprego dos diplomados com habilitação superior, report V, June 2009. 30 GPEARI, A procura de emprego dos diplomados com habilitação superior, report III, June 2008. 31 GPEARI, A procura de emprego dos diplomados com habilitação superior, report V, June 2009. 32 Annex 14 – Graduate Employability.

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in the redefinition of the courses offered and tailor the teaching plans to meet the labour market‟s needs.

In the publication on Education and Employment by the Jornal “i”33 of 11 December 2009, the IPBeja is noted as coming second in the top five lowest bands of unemployment (3%). Calculations were based on the academic years from 2005 to 2008 and the sources considered were the courses with unemployed graduates, i.e. the IEFP and the GPEARI.

The regional trend reflects the national trend, with an increase in unemployment present across all regions. The Alentejo was no exception, registering 30,597 unemployed in 2009 (of these, 7% hold a higher education degree)34. Moreover, the region has shown high levels of unemployment, displaying one of the highest unemployment levels in the country, at 10.2%, in the first quarter of 200935. According to the INE, data from 2006 indicates that, at 57.5%, the Region‟s activity rate were below the national average of 62.5%.

2.9 AUTONOMY

In accordance with the terms set out in Law No. 62/2007 of 10 September and in accordance with its Statutes (Order No. 47/2008 of 2 September), the IPBeja represents a body collective under public law, endowed with statutory, educational, scientific, cultural, administrative, financial, patrimonial and disciplinary autonomy. Under administrative autonomy, the Institute may issue regulations, administrative actions and contracts. As regards the financial autonomy, it generates freely its resources, according to criteria established by it, including the annual sum assigned to it in the Government‟s Budget. In addition to administrative and financial autonomy, the Institute also has patrimonial autonomy, managing public or private Government assets or assets of another local authority that has been transferred by the holder, in accordance with the law and established protocols with those entities. Finally, it should be noted that the Organizational Units of Education and Research, have administrative autonomy and are managed by the Director of the Organizational Unit.

3. SECTION I – NORMS AND VALUES

3.1 ORGANIZATION OF THE MISSION

In the context of the RJIES and all regulatory changes and pedagogical practices that have emerged lately, in addition to the normal activities that they carry out, IPBeja and the other Organizational Units will have to rethink the practices developed to date. This change in attitude, as expressed in the Statutes, requires a great accuracy in procedures to be adopted in quantitative and qualitative aspects. According to the IPBeja‟s President "excellence must be sought not only by the added quantitative value but also and more importantly, by the difference, the quality and the specialization" (Carioca, 2008). As regards its mission and values we present schematically vectors and strategic objectives contained in the action program of the new presidency of IPBeja for the next five years - 2009-2013. It represents the basis on which the actions of the Institute should be carried out, with a view to its present and future sustainability.

33 Annex 15 – Education and Employment, Jornal “i”. 34 Annex 16 – Unemployment by NUTS II, 2009. 35 INE – Unemployment Statistics – 1st Quarter 2009.

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MISSION

Production and dissemination of knowledge, creation, VALUES transmission of cultural and vocational knowledge, guided researc h and experimental development, in a lifelong learning approach - Excellence in Action - Innovation - Internationalization VISION - Credibility

- Competency “Excellence and innovation in knowledge and learning how to do, which are deeply connected with the prospects of development of the surrounding context” QUAR 2008/2010 IPBeja

Strategic Vectors Strategic Objectives

V 1. Organizational Structure - Consolidate the organization and management - Improve the internal communication system

V 2. Operation/ Organizational - Diversify and increase the sources of funding Dynamics - Improve the dynamics of internal operations - Promote the development and organization of applied research - Improve the installations of the IPBeja - Develop/enrich the courses offered - Improve the support systems for current and graduate students

V 3. Human Resources - Continuous career development of teaching staff - Continuous career development of non- teaching staff

V 4. Relations with the - Strengthen the local, regional and national Community image of the IPBeja - Consolidate bonds of external cooperation (internationalizatio n)

V 5. Dynamics for Territorial - Develop procedures of research-activities in Development - clusters Regional/National - Promote the effective link between research and employability

Figure 1 – Organization of the Mission

The vectors and the strategic objectives will be strengthened and complemented with the development and implementation of the Strategic Plan which is being developed. According to Olve et al. (1999) "the vision of an organization, understood as a desired future scenario aims to guide, control and stimulate the entire organization to achieve this purpose in the future.” Given the articulation of the four perspectives of the Balance Scorecard and its connection with the strategy, we created a Strategic Map36. This map aims to make possible a clear and comprehensive view of the Institution, through the graphic representation of the relations of

36 Annex 17 – Strategic Map.

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cause and effect between the elements of the strategy. Such relations of cause and effect seek to highlight how the financial results of the organization are conditioned by customer satisfaction; whose preferences evolve with the context and are assured by the organization‟s innovative capacity (Le Gall, 2005).

3.2 GOVERNANCE AND MANAGEMENT

It was during 2008 that we implemented a significant part of the changes introduced by the publication and entry into force of Law No. 62/2007, of 10 September37. In light of this on 2 September 2008, under Order No. 47/2008, the new Statutes of the IPBeja were published and since then, all possible steps have been taken to ensure the standardization and establishment of services and procedures set out. Another aspect that is important to emphasize concerns the change of presidency of the IPBeja, in April 2009, as a turning point in the process of Governance and Management.

In Polytechnic Institutes, the governance is carried out by the General Council, the President and the Management Council. There may also be others who have an advisory role. This is happening in the IPBeja, where the President represents the main body of governance and external representation of the Institute and is, therefore, responsible for policy enforcement. He is assisted by two Vice-Presidents and by Pro-Presidents in the development and implementation of tasks and functions.

Through this combination of adaptation and change, a new model of internal organization prevailed; based on the idea of rationalizing the existing resources, while strengthening the identity of the Institute. The Organizational Units and the Executive Office became part of one single structure with scientific, technical and educational competency for each course taught (the Technical-Scientific and Pedagogical Committee for the course). The management bodies of these units are dependent on the central bodies when it comes to making decisions.

We proceeded to centralize Administrative and Financial Services, moving Human Resources and Central Services from Schools, linking them to the new organizational reality and installing the new structure of services in various buildings around the Institute‟s campus. As a result of these changes, new services and offices were created and others are still undergoing restructuring.

- Legal Services; - Secretariat of the Presidency; - Planning and Strategic - Expedient, Archive and Development Services; Reprographic Services; - Financial Services; - Image and Communication Office; - Central Student Services; - Insertion into Active Life Office; - Human Resource Department; - Mobility and Cooperation Office; - I.T. Department; - Quality, Assessment and - Technical Services; Procedures Office.

Figure 2 – Central Services of the IPBeja38

This centralized model differs from the model based on the old statutes. Whereas, prior to publication of the new statutes, each Organizational Unit enjoyed its own resources (administrative and financial) as regards its operation (and such facilities and organizational models differed from school to school), with the implementation of the aforementioned law, the focus was on unity, i.e. on the IPBeja as a whole. Services that were previously split across the four Schools now represent the central services of the Institute and departmentalization at the level of teaching staff is also in its final stages.

37 Law that defined the new RJIES. 38 According to the Institute‟s Statutes.

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3.3 ACADEMIC PROFILE

The Bologna Process has introduced a paradigm change in the European higher education system. In 2004, the IPBeja established, the Steering Group for the Implementation of the Bologna Process - now the Monitoring Commission for the Implementation of the Bologna Process – with the objective of developing guidelines and actions aimed at introducing the different Units and Services, the changes needed to develop a greater harmonization between the education systems within Europe, proposed by the Process in question. The reformulation of the study plans for the courses at IPBeja was concluded by 2007/2008, taking into account the various generic and specific skills that students must acquire and develop successfully for each course.

Focusing on each course, the specific competencies were taken from various sources, including: documentation relating to procedures from professional organizations; ENQA report; steering documents from national working groups created at a higher education level, by field of study and the contributions of experts who are working in their field of study. In each course, educational objectives for each module were outlined from the profile of competencies that are associated with it. The structuring of the courses currently follows a logical organization by semester: the courses in the field of Healthcare have a duration of 8 semesters; the rest have a normal duration of 6 semesters. With the exception of the Agronomic Engineering course, in all the others courses there is at least one integrated internship module, which may have a variable study workload - between 8 and 27 credits.

It is important to note that, for the Institute, in addition to the courses offered, other sectors of investment, such as: internationalization, research and development (“R&D”) and quality assurance are key conditions for the regional, national and international development of globalization and the implementation of the Bologna Process.

 Courses Available at the IPBeja

The courses available at this Institute integrate 1st and 2nd cycle courses (all tailored to Bologna), Courses of Technological Specialization] and other training courses that do not grant an academic degree and that are designed especially to meet the training needs felt in the community (either determined by the Departments/Organizational Units or at the request of External Entities). The great majority of Bologna‟s 1st cycle programs integrate a practical component (internship), occurring throughout the course, which is of the utmost importance to promote the sharing of knowledge between the academic and the professional worlds. Such internships, emerging as bridges for the exchange of knowledge, on the one hand, facilitate the professional integration of graduates and enhance their employability and, on the other hand, are an assent for the host entities, who receive individuals possessing specialized and pragmatic Know-how, which can contribute to the promotion of innovation and to their sustainability. The monitoring activity of the teachers who coordinate the internships is characterized by regular supervision of all activities, including moments of observation and meetings with the person responsible for the intern in the host institution.

The aim is also to respond to the different profiles of students and in some cases, for example the courses in Computer Engineering and Civil Engineering are taught during the day and after working hours; those in Business Management also run during the day and in the evenings.

 Undergraduate Courses (1st Cycle) [Licentiate] Since the Institute was established, thirty years ago, the courses have suffered changes, which are due to various factors, such as the search for training courses and the needs of the surrounding environment, as well as the modifications required by the Bologna Process. In the

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academic year of 2008/2009, the IPBeja had 17 1st cycle39 courses. However, other courses which ran in previous academic years continued into that year, as was the case of Agro- Forestry Engineering and Agricultural and Livestock Engineering.

According to the new statutory framework, the educational and scientific coordination of a licentiate course lies with the Course Coordinator (a permanent lecturer or a temporary teacher equivalent to a full time lecturer), who is elected by a group consisting of all those who lecture in modules within the respective course and one student from each academic year of that course. The elected teacher must then designate a teacher for each of the years of the course in which they are teaching; and students must appoint one representative for each academic year, therefore forming the Technical-Scientific and Pedagogical Committee for the course.

 Master’s Degrees

Since 2005, with the amendment to the law governing the framework of the Portuguese education system, Polytechnic Institutes have been able to confer master‟s degrees. Before this date, our Institute had established several partnerships with universities, so they could teach their master‟s courses at the premises of the IPBeja. These partnerships are of significance both in attracting new students who, whilst enrolled at the partner institution, still develop their academic journey at this Institute, contributing to its development as well as increasing its promotion and profile.

It was in the academic year of 2007/2008, that the first courses relating to exclusive master‟s degrees were taught at the Institute. In 2008/2009, 740 courses took place. Of this total, 3 courses were exclusively to the IPBeja and the remaining 4 were carried out in partnership with University Institutions, having preferentially established a link with the University of the Algarve and the Lusíada University. Strategically, we intend to continue to promote this type of course, in parallel with the development of research projects which can incorporate and maximise the work carried out by students, thus enhancing the quality of education provided by the IPBeja.

 Postgraduate

With regard to these courses, in 2008/2009 we developed two courses, one in ESE (“Specialized Training in Educational Communication and Managing Information – School Libraries”)and the other in ESTIG (“Degree in Health and Safety in the Workplace”). In addition to these, 541 more courses were carried out in the past two academic years.

 Other Training Courses

The objective of attracting new audiences for training, in line with the national goal of increasing the population‟s levels of professional qualifications, becomes strategically important for this Institute since it can operate as a potential foundation in preparing students for a higher education degree. The CET42 have been carried out at the IPBeja, since the academic year of 2005/2006. This strategic investment started in ESA with 43 students. ESTIG followed its example in the academic year of 2007/2008 and finally ESE, in 2009/2010. Furthermore, short courses43 are developed at the Institute and considered as an important part of the intervention of the Institute, responding to the needs of continuous education and lifelong learning of the surrounding community.

39 Annex 18 – Undergraduate courses (Licenciaturas – Bologna1st Cycle). 40 Annex 19 – Masters. 41 Annex 20 – Postgraduate. 42 Annex 21 – Courses of Technological Specialization (CET). 43 Annex 22 – Short courses.

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 Research

Research in Portugal is mainly carried out in academic institutions, through postgraduate courses which can lead to a master‟s degree or a doctorate. Polytechnics have only been given these rights in the last few years (with the possibility of granting master‟s degrees, outlined in the last amendment to the law governing the framework of the Portuguese education system. The fact that research had never been considered as a part of the polytechnic education by many successive decision makers, has therefore conditioned its development.

In the IPBeja there are no accredited research units and therefore much of the research activity is developed within the framework of the lecturers‟ master‟s degrees and doctoral projects. These projects are carried out in universities, where the records of their investigations remain, increasing the respective universities‟ technological potential. In order to support teachers in these conditions, the Office of Research Support was created as a structure that fosters research. It is responsible for stimulating, monitoring and implementing projects of national and international interest. It aims to provide advice and technical support in the inception and application process for projects, dissemination of funding opportunities and training, as well as methodological support and analysis of results. It should be noted that the Office works in conjunction with the Projects Office. The latter represents the technical structure responsible for the mediation between the funding bodies, the project coordinators and the Financial Services of the Institute, as well as Non-Financial Services, providing information, which has or may have, financial impact, albeit indirect.

It is important to focus on the whole, the dynamics of R&D44 and the provision of services of the IPBeja registered in the last 5 years45 (2004-2009), consisting of the following:

72 co-funded projects of R&D, 35 by national programmes and funding and 37 by programmes and community funds; 45 non-co-funded projects of R&D developed via a wider network of collaborative protocols established with regional and national bodies; Provision of services to the community, corresponding to a total value of 1,950,669€; Support and diversified community intervention developed under cooperation agreements, mostly with regional bodies; 234 teachers/researchers involved in R&D projects, 84 of which are integrated into international networks and partnerships; 58 R&D projects in which the IPBeja was responsible for scientific collaboration, 12 of which are international; 615 partnership contacts made with companies; public and private bodies; central, regional and local, public administration entities; development associations; cooperatives; NGOs; private institutions of social solidarity; polytechnic institutes, universities, among other entities, national and non-national, mostly from Europe PALOP countries and Latin America. 144 articles/scientific reports written as principal or second author, or other co-writer, based on the results of the aforementioned projects; 52 talks given at congresses/seminars/conferences and scientific gatherings based on the results of the aformentioned projects; 4 internships and 2 placements integrated and supported under the R&D projects carried out; These projects were granted co-funding, during the 1st semester of 2009 (to be carried out over the next 2/3 years):  24 R&D projects based mostly on regional, national and international networks

44 The R&D projects developed by teachers at the IPBeja were not taken into consideration, under their MA or PhD courses. 45 IPBeja – Research and Development (R&D): its evolution and strategic and operational objectives, Beja, 2009 (IPBeja – Investigação e Desenvolvimento (I&D): estado de arte e objectivos estratégicos e operacionais, Beja, 2009).

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structured around the Strategies of Collective Efficiency46. The following projects stand out for their defined objectives, foreseeable impact, the type of partners they encompass and for the investment or total cost involved: . Observatory of Tourism in the Alentejo (Observatório do Turismo no Alentejo) – a proposal has been presented to QREN under the IPBeja‟s coordination; . New ways to market tourism services online: the legal format and sharing liability (Nuevas fórmulas de comercialización on line de servicios turísticos: subsunción en los formatos legales y distribución de responsabilidad) – a proposal presented in partnership with the Plano Nacional de I+D+I 2008-2011 de Espanha [2008-2011 National R&D and Innovation Plan of Spain]; . G-AOC – production of Aeronautical Obstruction Mapping, using radar technology (G-AOC - produção de Cartografia Aeronáutica de Obstruções, com recurso à tecnologia de Radar) – proposal presented to ESA (Agência Espacial Europeia) [European Space Agency] under the cooperation with ANA – Airports of Air Navegation]; . EGOBS - Gobierno Electrónico – proposal in partnership with CYTED – Latin American Science & Technology Development Programme;  €7,181,713.53 of overall cost for the development of these projects, with €4,921,894.02 proposed for co-funding. In 2009, the IPBeja participated in 13 research networks and experience exchanges, as coordinator or partner. The projects and their respective partners by areas are identified in Annex 2447.

By being fully aware of the importance of developing research and community intervention projects, directed towards producing new knowledge and new solutions for current problems, we promoted the creation of the Study and Development of the IPBeja Centre – Vasco da Gama (Centro de Estudos e Desenvolvimento do Instituto Politécnico de Beja – Vasco da Gama)48, the R&D infrastructure. The Centre seeks to meet the objectives proposed in its constitution, aimed at providing the necessary support to promote the development and organization of applied research at the IPBeja, in order to broaden activities to promote our services, modernization and continuous learning and the improvement of research and experimental development49.

To accomplish these goals, the Study and Development of the IPBeja Centre – Vasco da Gama needs to identify and establish close relations with the surrounding community, through the development of joint research projects and the provision of specialized services. In 2008, its work focused on: increasing the offer of training in regional areas of need, consolidating the organization and management, promoting the development and organization of applied

46 “A Collective Efficiency Strategy (Estratégia de Eficiência Colectiva) is a set of consistent and strategically justified initiatives integrated into an Action Programme that is aimed at the innovation, qualification and modernisation of an aggregation of enterprises with a national, regional or local presence that foster the structured emergence of agglomeration economies via cooperation and networking between enterprises and between enterprises and other actors relevant for the development of the sectors to which they belong and the territories in which they are based.

QREN provides for the establishment of four different types of EECs, each of which is aimed at stimulating the emergence of consistent and strategically justified initiatives to promote competitiveness and are included in an action plan: a) Competitiveness and Technology Centres (Pólos de Competitividade e Tecnologia (PCT) b) Other Clusters c) Programmes for the Economic Enhancement of Internal Resources (Programas de Valorização Económica de Recursos Endógenos) (PROVERE) d) Acções de Regeneração e Desenvolvimento Urbanos (ARDU)” [Urban Regeneration and Development Actions] in http://www.qren.pt/item3.php?lang=0&id_channel=34&id_page=381 consulted on 5 November 2009. 47 Annex 23 – Projects and Partners. 48 Created on 15 March 2005, non-profitable Institution that acts as an Association 49 Summary of the activities undertaken by the Centro de Estudos e Desenvolvimento do Instituto Politécnico de Beja – Vasco da Gama.

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research, promoting the connection to the region and improving the profile of the Vasco da Gama Centre and the IPBeja in the region. Based the Centre of Studies‟ action lines the following activities, projects and services were carried out or provided: Development of Agenda 21 Local in Ferreira do Alentejo, Cultural Events Producer, Cultural Communication Designer for the Office of External Relations of the IPBeja, Building the technological potential of the IPBeja, IPBeja‟s Bulletin, and others50. Also the Centre for Knowledge Transfer of the Polytechnic Institute of Beja – CTC-IPBeja – created in 2009 due to the termination of the Knowledge Transfer Workshops (OTIC) and in order to continue with these - it is a relevant structure with regards to the development of R&D, to the extent that technology transfer consists of a process of exchange of knowledge and technology, in this case, between the IPBeja and the regional and national community.

3.4 LOCAL AND REGIONAL LOCATION

Several institutes have been located in the district, specifically in the city of Beja, namely the Institute of Applied Psychology of Beja, the Universidade Moderna and the Higher Education Social Services Institute of Lisbon, all private institutions. However, their closure has led directly to an influx of students to the IPBeja. It is therefore the only Institute in the District which is public and with an important responsibility, whether in increasing the qualifications of its population or in developing the Region. An analysis of the geographical origin of the students who entered this Institute in 2008/2009 shows the importance of this institute in the context of its geographical location, as within all its Organizational Units the majority of its students originate from the same district. But there are also students from other parts of the country such as: Setúbal, Évora, Faro and Lisbon who play a part in attracting students, broadening in this way the district‟s educational dimensions51.

Thus it is important to point out that the IPBeja operates in the region of Alentejo. Although in the PED 2002-2006 the sub-regions of the Baixo Alentejo and the Alentejo Litoral (NUTS III) were considered as a Zone of Influence close to the Polytechnic Institute of Beja – ZIPIPB – we must move away from a “closed” review, and towards a macro-geographical view of dialogue and joint work with agents and stakeholders, both public and private, of the various activity sectors, so that as a network, there can be a contribution for a sustainable development, whether in the Alentejo Region or in the rest of the Country52.

With regards to the demographic trend in the Region where the Institute is located - which is characterized by a process of demographic regression and double-aging - this becomes a concern to capture the interest of students, especially at an undergraduate level. Still based on the regional approach, the population also shows a low level of qualifications53, a constraint to their own development - despite increasing levels of schooling in the Alentejo in 2001, the rate of illiteracy of the population was around 17%, far higher than the national average (9%)54. Aware of this reality, the IPBeja seeks to provide courses that meet the needs demonstrated, thus adding value to the Region.

As for profiles of expertise, in the Alentejo the predominant sector is the tertiary sector (with a GVA per capita, 57% versus 70% nationally), followed by the secondary sector where its expression is higher than the national rate (27% and 25% respectively) and finally the primary sector, in which despite occupying third position, the region shares a significant GVA compared to national figures (16% versus 4%)55. By checking the same profiles of expertise for the sub- region of the Baixo Alentejo, according to the same source, the tertiary sector prevails (68%), then the primary (17%) and finally the secondary (15%). This is founded mostly on the provision

50 Report on the Activities undertaken by the Centro de Estudos e Desenvolvimento do Instituto Politécnico de Beja – Vasco da Gama 2008. 51 Annex 24 – Geographical background of the students. 52 Carioca, Vito (2008), Programa de Acção – Da Candidatura à Presidência do Instituto Politécnico de Beja, Beja. [Programme of Action – From the Application to the Presidency of the IPBeja] 53 Annex 25 – Levels of education of the resident population, (2004). 54 INE, Anuário Estatístico da Região Alentejo, 2006 [INE, Yearly Statistics of the Alentejo Region]. 55 INE, Retrato Territorial de Portugal, 2005 [INE, Territorial Portrait of Portugal].

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by the Institute of education in the field of agriculture, not only as a provider of skills training (initial, post-graduate and specialized), essential to the functioning of the productive regional sector, but also as a specialized provider of "Know-How” in terms of research/experimentation and the provision of services.

Some resources should also be highlighted that will deflect in the promotion of entrepreneurship and economic initiatives in the Region and the creation of skilled jobs, such as: Resources intrinsic in the Region - patrimonial, cultural, geomorphologic and environmental; Resources resulting from the completion of large investments such as: the large lake in Alqueva, the Sines project, the transformation of Beja‟s Air Base, the development of productive investment projects, such as the mines in Castro Verde, Photovoltaic Solar Energy of Brinches-Serpa, Ecos network and bio-fuel development projects in Sines; Inclusion of the Region in the national network of logistic platforms; Good geographical conditions that provide investment opportunities for industrial agriculture.

4. SECTION II – ORGANIZATION AND ACTIVITIES

4.1 MANAGEMENT PRACTICES

Referring again to the Statutes, it is the Institute‟s responsibility to manage teaching and non- teaching staff, looking after the administrative and financial operations, overall planning and technical support and also coordinating the activities of the units of which it is composed, with a view to rationalizing and optimizing resources. Therefore, the teaching staff framework is unique across the whole Institute, without an individual allocation by Organizational Unit.

As mentioned previously the President represents the main body of governance of the IPBeja, elected by the General Council. The duration of his mandate is four years and may be renewed once.

The governing bodies of the IPBeja are: General Council; President; Management Council; Technical-Scientific Council; Pedagogical Council; Coordinating Council of Academic Activity; Assessment and Quality Assurance Council; Students’ Adjudicator.

The General Council is represented by teachers and researchers, students, external bodies and representatives of the non-teaching staff. The council approves the general guidelines of the institution in scientific, educational, financial and patrimonial terms; creating, changing or extinguishing organizational units; approving the proposed budgets; setting the students‟ fees; and approving strategic plans and activities‟ plans.

The Management Council is composed of five elements, namely, the President of the Institute, the Vice-presidents, the IPBeja‟s Administrator and the Administrator of Welfare Services. This Council is responsible for the administrative, financial and patrimonial management, as well as the supervision of human resources, notwithstanding the President's own powers; and is governed by the current legislation for public bodies with administrative autonomy. It is this Council that sets fees and charges and who should also be setting up a working capital fund by Teaching and Research Organizational Units. It can also delegate to the operational bodies within the Units and the Leaders of the services the powers it deems appropriate for more efficient management. Before the approval of the new Statutes, each School had its own management account; however, with their publication these accounts were closed. The

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Management Council, appointed on January 6, 2009 then took over the administrative, patrimonial and financial operations of the Institution.

The responsibilities of the Technical-Scientific Council lie in assessing the scientific activity plans of the four teaching schools, the distribution of teaching staff, the decision regarding the creation of new courses and the approval of study plans for the courses of study taught at the Institute.

The Pedagogical Council‟s responsibility is to advise on pedagogic approaches, teaching methods and assessment, to carry out periodical assessments of the pedagogical performance of the Organizational Units, or the Institution and to analyse and disseminate these results.

The Coordinating Council of Academic Activity is responsible for coordinating all the academic activities of the IPBeja. It analyzes, reflects and shares opinions on matters within its competence. Those who integrate this Council are the President of the IPBeja, the Unit Directors and the Heads of Department. Given the transitional phase the Institute is going through, not all of the departments making up this body have been fully established yet. Its duties are to draw up policy proposals regarding course offers, the creation of graduate, non- graduate [short courses without awarding a degree] and postgraduate courses, as well as lifelong learning training. Besides the proposals in the field of scientific research, the Council also creates proposals containing general criteria for the recruitment of teaching staff, proposals for general criteria regarding the distribution of teachers in the Schools to ensure better use of human resources.

Considering the framework of the National Accreditation and Assessment System (Sistema Nacional de Acreditação e Avaliação), the competencies of the Assessment and Quality Assurance Council relate to coordination of the whole process of self-evaluation of the performance of the Institute and all the bodies, services and persons integrated in its institutional organization; development of a multi-annual plan of the services that need to be assessed in the Institute and in its units; proposal of the assessment criteria to be applied; analysis of the evaluation results; creation of assessment reports; and proposed measures of correction which it deems appropriate for the good performance and image of the institution.

With the aim of involving students in the institutional management practices, there is another body, namely the Students’ Adjudicator - currently represented by one student, whose responsibilities began on 29 April 2009 - which operates in conjunction with Student Unions, the Pedagogical Council, the Technical-Scientific and Pedagogical Committees for each course and the Organizational Units.

The Administrator of the IPBeja has a very important role in the support she offers to the current management of the Institute in preparing the proposed budget and activities‟ plan and in preparing the activities‟ report and accounts.

4.2 FUNDING

The funding analysis will refer to the year 2009, based on the provisions of the IPBeja Statutes, whereas those governed by the RJIES have caused the ties to past practices to be severed, allowing for greater rationalization of costs through the reorganization of services. The year 2008 was a year of transition, where from September onwards the Organizational Units no longer had financial autonomy. This loss of autonomy by these units, gave rise to a single Budget for the IPBeja. Before that they had own budget56. The operation of the Units will naturally tend towards a balance through the unification of the Services, the existence of common bodies and the standardization of key procedures (criteria for the distribution of teaching staff, support provided).

56 Annex 26 – 2004/2008 Budget implemented, by source of funding.

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At present, with the application of the current Financial Law57, we have moved from a constructive model to a distributive model. The Government Budget changed to a set budget, à priori according to Ministry objectives/availability, as opposed to what used to happen when the various institutions‟ budgets were calculated and a certain percentage was immediately transferred, depending on budget availability. Thus, the budget to be transferred by the Ministry is now divided by the total number of “eligible students" across the entire Higher Education Public sector, obtaining a minimum base endowment per student, which, when multiplied by the number of “eligible students" in each institution, corresponds to the budget to be transferred. It is important to add that, over the past three years, postgraduate courses at the IPBeja have not been funded, unlike postgraduate courses taught in Universities. In brief, the calculation of state funding takes a formula based on student numbers, which differs between areas of study and qualifications of teaching staff. Thus, the following table summarizes the information that is referred to in Annex 27 on the distribution of IPBeja‟s budget.

Table 4 – Operation Budget and Investments from the Plan, 2009 Operations Budget Amount Programa 12 – “Ensino Superior” / Medida 2 – “Ensino Superior - Politécnicos [Programme 12 - "Higher Education" / Item 2 - "Higher Education - Polytechnics] Funding Source: 311 ”Estado (RG) não afectas a projectos co-financiados” [311 "State Revenue (General Revenue) not affected by co-financed projects"] €11,184,269 Current transfers Funding Source: 510 “Auto-financiamento (RP)” [Self-funding (Own generated €3,143,060 Revenue)] Funding Source: 462 “FEAGA” Current transfers €150,000 Programa 2 – “Investigação Científica e Tecnológica e Inovação” – Medida 1 – “Formação e Qualificação para o Desenvolvimento Tecnológico e Inovação” [Program 2 - "Scientific and Technological Research and Innovation" - Item 1 - "Training and Qualification for Technological Development and Innovation"] Funding Source: 311 ”Estado (RG) não afectas a projectos co-financiados” [311 "State Revenue (General Revenue) not affected by co-financed projects"] Current transfers €590,00 Investments from the Plan Amount Programa 12 – “Ensino Superior” / Medida 2 – “Ensino Superior – Politécnicos [Programme 12 - "Higher Education" / Item 2 - "Higher Education - Polytechnics] Funding Source: 312 ”Estado (RG) afectas a projectos co-financiados” [312 "State Revenue (General Revenue) affected by co-financed projects"] Capital transfers €600,000 Funding Source: 413 “Feder – PO Valorização do Território” Current transfers €36,619 Capital transfers €581,250 €617,869 Source: IPBeja‟s Financial Services, December 2009

As regards the main mechanisms of control of the Budget, this is confined to strict compliance with the requirements stipulated in Article 42 of the Budgetary Framework Law. The process relies on the previous budgeting for all fixed expenses (contracts with individuals and organizations), in the previous budgeting of anticipated costs, although the amount is uncertain (e.g. water, electricity) and in the close monitoring of budget execution through the cost centres.

In terms of budgetary constraints and considering that the current formula does not allow any planning, the best solution would be to draw up a strategic plan, together with the respective implementation process, broken down in terms of implemented programmes, budgets and multi- annual procedures, which will constitute the basis for negotiation with the Ministry to create a contract programme.

57 Budgetary Framework Law (Lei de enquadramento orçamental), no. 48/2004, of 24 August.

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4.3 FACILITIES (EQUIPMENT AND LABORATORIES)

The IPBeja has many facilities integrated into its four organizational units. The ESA integrates the following structures focused on research and development (R&D) and supporting the courses taught: Agricultural Experimentation Centre (Centro de Experimentação Agrícola - CEA); Horticultural Centre (Centro Hortofrutícola); Centre for Science and Food Technology (Centro de Ciência e Tecnologia de Alimentos); Laboratory for Soil Analysis (Laboratório de Análise de Terras); Laboratory for Seeds and Vegetable Raw Materials Analysis (Laboratório de Análises de Sementes e Matérias-primas Vegetais); Laboratory for Morphology and Animal Health (Laboratório de Morfologia e Sanidade Animal; Laboratory for Animal Nutrition and Foodstuffs (Laboratório de Nutrição e Alimentação Animal); Laboratory for Plant Health (Laboratório de Sanidade Vegetal); Geographical Information Systems Room (Sala de Sistemas de Informação Geográfica - SIG); Research Unit in Environmental Protection (Unidade de Investigação em Protecção do Ambiente); Cottage of Outeiro; Cottage of Almocreve; Cottage of Rascas; Farm of Saúde.

ESE integrates 7 structures: Art and Media Communication Laboratory (Laboratório de Arte e Comunicação Multimédia); Sports and Health Laboratory (Laboratório de Actividade Física e Saúde); Mathematics Laboratory (Laboratório de Matemática); Languages Laboratory (Laboratório de Línguas); Centre for Teacher Training, ESE (Centro de Formação de Professores da Escola Superior de Educação de Beja); Centre for Social and Patrimonial Studies (Centro de Estudos Sociais e Patrimoniais); Support Centre for Teaching English (Núcleo de Apoio ao Ensino de Inglês).

ESTIG there are 9 structures for research and development (R&D), which also offer support for the courses taught: Physics and Electrical Circuits Laboratory (Laboratório de Física e Circuitos Eléctricos); Soils Laboratory (Laboratório de Solos); Civil Protection and Security Laboratory (Laboratório de Protecção Civil e Segurança); Geographical Information Systems Laboratory (Laboratório de Sistemas de Informação Geográfica); Information Systems and Interactivity Laboratory (Laboratório de Sistemas de Informação e Interactividade); Hydraulics Laboratory (Laboratório de Hidráulica); Materials Laboratory (Laboratório de Materiais); Networks and Ubiquitous Computing Laboratory (Laboratório de Redes e Computação Ubíqua); Intellectual Property Support Centre (Núcleo Apoio à Propriedade Intelectual).

On the other hand, the School of Healthcare includes: Laboratory for Nursing Practices (Laboratório de Práticas de Enfermagem); Demonstration Room (Sala de Demonstrações).

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4.4 HUMAN RESOURCES

 Academic Staff

One of the strategic objectives of the Institute focuses on the continuous professional development of its academic staff. This should be achieved, for example, by encouraging staff to study towards obtaining a doctorate, a master‟s degree, or specializations and specialized short courses. We also aim to encourage staff participation in scientific workshops, preparation of scientific articles, learning English and information and communication technology, as well as creating platforms for distance teaching and learning. In 2008, 99 teachers from the IPBeja (46%) were engaging in professional development; 88 were completing a PhD and 11, a master‟s degree58. This is a legal requirement, specifically included in RJIES (Article 49), "as regards teaching staff, of the group of teachers or researchers who are lecturing or doing research, in any capacity at the Institute, at least 15% should be doctors employed full-time and besides these, at least 35% must be holders of a specialist title, and may also be in possession of a doctorate".

 Non-academic Staff

Another strategic objective, inherent in Human Resources, is specifically focused on the non- academic staff‟s continuous professional development. As all the elements making up the Institute are essential towards an effective and efficient operation, we seek to promote the learning of English and classes in information and communication technology, as well as other specific areas relating to the work environment. The continuing professional development of non-academic staff is also facilitated by the development of processes to assess performance, allowing us to diagnose training needs, such as creating space for dialogue and reflection on good practice in the management and administration of the various services.

4.5 STUDENT SUPPORT SERVICES

To support the academic activity, the Institute has Functional Units, as mentioned earlier: Welfare Services. This service is intended to meet the needs of students during their academic life, providing direct social support (scholarships and emergency aid) and indirect social support (access to food, accommodation, health services, sporting and cultural activities and other educational support) and it has been registering improvement in the quality of support provided by the IPBeja59. According to the Law, welfare services aim to promote access to higher education and ensure a successful attendance rate, with positive discrimination of financially disadvantaged students with an adequate educational record, ensuring that no student is excluded from the higher education system due to a lack of funds60.

In addition to enjoying financial autonomy, which takes effect through budgetary and treasury independence, Welfare Services have their own administrative services, not withstanding being able to share Institute-wide services with a view to rationalization of human and financial resources61. Welfare Services under their own autonomy have their own budget composed of: the state budget (limit set by management) and their own revenue budget.

58 Annex 28 – Academic staff developing their careers. 59 Annex 29 – Data from Welfare Services, IPBeja. 60 RJIES, article 20. 61 Annex 30 – Organizational Chart of the Welfare Services of IPBeja.

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Table 5 – Welfare Services‟ Budget

Operations Budget Amount Programa 15 – “Acção Social Escolar” / Medida 2 – “Acção Social no ensino Superior” [Programme 15 – “Educational Welfare Services" / Item 2 - "Welfare Services in Higher Education"] Funding Source: 311 ”Estado (RG) não afectas a projectos co-financiados” [311 "State Revenue (General Revenue) not affected by co-financed projects"] Current transfers (ceiling allocated) €426,217 Current transfers (budget increase 2009) €95,130 Total € 521,347 Funding Source: 411 “Feder – QCA III” Capital transfers €943 Funding Source: 510 “Auto-financiamento (RP)” [Self-financing (Own generated Revenue)] €513,496 Source: IPBeja‟s Social Services, December 2009

Inherent in the student support services are: Office of Psycho-Pedagogical Support – GAPP – after an experimental phase in 2000, the following year it was fully operational. It offers evaluation appointments and psychological and educational counselling, dietary advice, vocational/professional counselling, teaching assistance and sexuality support62. It also carries out activities on awareness and training in the prevention of risk and promotion of health. It engages in activities and research projects - the project stopdrogas.net [stopdrugs.net] is an example of this work, carried out by IPBeja in partnership with the University of Huelva, with community funding (INTERREG 3 A);

Sport Activity Support Office – GAAD – created in 2003 with the aim of improving the practice of physical and sporting activities involving the entire educational community of the IPBeja. It has contributed to "a spirit of the IPBeja", fostering a sense of belonging and identification with the institution and the promotion of healthy habits which are essential for day-to-day welfare63.

As part of the Social Network Programme, developed by Beja City Council, GAPP represents the Welfare Services of the IPBeja. The programme aims to eliminate/mitigate problems of poverty and social exclusion and by establishing partnerships with various stakeholders/local and regional authorities, we endeavour to encourage reflection and concerted planning and participation that bridges gaps toward local social development and maximises their potential. Since 2003, this partnership has contributed to the social identification and development of activities in the area of health promotion, combined with other institutions associated with the Social Network of Beja.

Focus on the Library, which is an important student support service, organizes, looks after, preserves, makes available and disseminates information resources in various different ways, providing quality services to meet expectations in support towards learning, research and continuous training, as well as actively contributing to full and responsible citizenship.

We should also emphasize the creation of the Career Guidance Office (Gabinete de Inserção na Vida Activa), as well as the work carried out by the Institute‟s Mobility and Cooperation Office in supporting students. They both play an important role, the first office for its attempt to establish effective means of interaction between academia and the professional world. The second when promoting student mobility, provides support/clarification of the entire process and gives students a variety of tools and support instruments which are crucial for a better "management" of this process.

62 Annex 31 – Number of queries to GAPP. 63 Annex 32 – Activities carried out by GAAD.

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4.6 CONNECTION WITH THE COMMUNITY

The Institute engages in activities of connection with society, particularly of dissemination and transfer of knowledge, as well as promotion of the economic value of scientific knowledge.

Some of the actions carried out by OTIC, the current CTC-IPBeja, working directly under the direct dependence and guidance of the Polytechnic‟s Presidency, between April 2006 and June 2009 are outlined below:  Generic – which includes the establishment of the Office of Entrepreneurship, the creation of a protocol with the University of the Algarve for collaboration in the field of patents for products and services; integration into the website of BTEC OTIC;  Studies – survey of institutional business needs of the Baixo Alentejo and the Alentejo Litoral (published as a book); survey of the technological potential and knowledge of the IPBeja (published as a book), study ADD-Form Adaptation of higher education courses to the needs of employer agents (in rural areas) and Online Job study - detection of employment opportunities in businesses that use new information and communication technologies (in rural areas);  Entrepreneurship – implementation of the FININCIA competition in Beja, presentation of the study "Identification and Location of Business Centres in Alqueva" in Beja; participation in the 5th POLIEMPREENDE Competition; completion project FIRME - Factors of Important Influence in the Motivation for Entrepreneurship; 2nd Education Seminar; Entrepreneurship and Innovation in Beja; tutorial support to the Poliemprende V projects;  Dissemination – 1st Regional Meeting of OTIC - Brokerage Event; Workshop “Talks with Entrepreneurs"; Seminar “From Ideas to Business”;  For Businesses – IT application which offers support for decision making and management for the company RTS; website for e-commerce - e-Coop; for the Proletarian Consumption Cooperative of Alentejo; IT programme for the management of human resources of the Proletarian Consumption Cooperative of Alentejo; development of graphic navigational proposals for a Web platform for the Association of Municipalities of the Baixo Alentejo.

The IPBeja is considered by the new Presidency to be an "institution at the service of society, aiming towards the production and dissemination of knowledge, creation, transfer and dissemination of culture and vocational knowledge”64. Given the importance of community involvement, with a view to accomplishing its tasks in the different areas of activity, the IPBeja created two new structural programmes: IPBeja CASA (Creating Social Alternatives for the Alentejo) and IPBeja Culture.

The programme IPBeja CASA, aims to consolidate the participation of the Institute in building local and regional activities through the organization and collaboration of developing projects to attenuate or reduce social inequality. Therefore, we endeavour to be aware of the region‟s social problems, identifying problems and priority intervention areas in the community and in IPBeja in order to find sustainable social solutions. In another sense, and as in recent years, the Institute has been able to facilitate the holding of important and relevant scientific or cultural events, in conjunction with other institutions with responsibilities in cultural planning and promotion; this is where the IPBeja Cultura comes in.

Another support structure linking IPBeja to the external community is the Botanical Museum, which aims to preserve, study and disseminate objects and knowledge gathered from research and studies of economic botany and ethno botany, carried out in Portugal and abroad. Through the study of manufactured objects from plants, vegetable raw materials and natural objects, the visitors to this Museum can rediscover the human ingenuity and Nature‟s creative power.

64 IPBeja‟s Statutes, section I, article 2 (Estatutos IPBeja).

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4.7 INTERNATIONALIZATION

An increasing national and international profile is important in all matters relating to the dissemination of academic activity, namely the recruitment of new students. The creation of the Mobility and Cooperation Office, assumes as its primary role the promotion of international cooperation and mobility of students and teachers. Their responsibilities focus on the coordination of programmes and mobility, Erasmus, Leonardo Da Vinci and Vasco da Gama, as well as monitoring the establishment of scientific or technical cooperation agreements with national or international bodies.

In 2008/2009, in addition to consolidating the annual increase in the number of student mobility65 (48 outgoing and 50 incoming students), we developed tools to promote and improve the quality of this mobility by: establishing the ECTS Information Guide, in a bilingual version and making it available online; the Diploma Supplement, the regulation on mobility during their studies: Procedures for the Recognition of Academic Credits Earned in the Process of Student Mobility, which is also available online. As regards teaching staff mobility, their numbers follow the same trend as the students; similarly, in the same academic year, there were 22 outgoing and 42 incoming teachers66.

Via the Mobility and Cooperation Office„s webpage, on the IPBeja‟s67 website, we added useful and up-to-date information for students and teaching staff who have taken part in the mobility scheme, thereby maximising the promotion of ERASMUS to the Institute‟s academic community and to European partners. In the same academic year, the Institute has 75 exchange agreements in place with partner institutions in different countries68. Similarly, national mobility is also emphasized through the Vasco da Gama 69 Programme which is carried out at a national polytechnic level. These programmes represent an effective opportunity to cooperate at a national and international level, in a sense that they enhance development of an institutional framework of promoting the exchange of students and teachers.

The focus on strengthening working relationships with the national and international community does not only take place at the level of ERASMUS mobility. In this sense, it is important to focus on some actions/activities, developed by the Research Support Office, which increase the Institute‟s profile:  Scientific events – Study trips for experts in education and training (former ARION), promoted under the Lifelong Learning Programme, under the coordination of CEDEFOP. Note that in 2008, from 15 to 19 September, an event was held in Beja, with teachers from Europe, the focus of which was "Promoting intercultural dialogue for local development" and in 2009, from 16 to 20 March, another event also took place in Beja, this time focusing on "Early English Learning: challenges and good practices";  Protocolo with TID – Teachers International Professional Development. TID enables teachers to share the experience of good educational practice in different countries, through short thematic study visits. It should be noted that in April 2009, Beja welcomed teachers from the United Kingdom for a similar study visit.  Continued cooperation with the University for Distance Learning in Madrid, which has been established for a few years, culminating as an example in the preparation proposals for international programmes or in the organization of meetings and sharing of knowledge.  Latest Protocol (December 2009) with the University College of Szolnok in Hungary, where after contact was made on various occasions between both institutions, we have identified several possibilities for collaboration and joint work, mainly in the development of joint study plans for initial and continuous learning; exchange of students and teachers under the ERASMUS Programme; and the creation and development of research and

65 Annex 33 – ERASMUS Mobility (students). 66 Annex 34 – ERASMUS Mobility (academic staff). 67 www.ipbeja.pt 68 Annex 35 – ERASMUS Partner Institutions. 69 Annex 36 – Vasco da Gama Mobility.

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development projects, in areas of common interest, such as: Patrimonial Animation, Tourism, Agriculture, Business Management, among others.

Note that there are also other protocols of cooperation and participation in R&D networks established by teachers and research institutions in the field of work carried out, and/or in support to the courses.

5. SECTION III – QUALITY PRACTICES

To date, the Institute has participated in various evaluation procedures, either due to an organizational need, or in response to requirements imposed by the authority; more recently, in accordance with the new legal framework for assessment in higher education in force since August 200770. Under the previous assessment system, some of these initiatives were undertaken in accordance with the requirements of the Association of Higher Education Portuguese Polytechnic Institutions – ADISPOR – via a protocol with the Ministry of Education. The process included the preparation of self-evaluation reports for each of the taught courses, with the participation of the entire educational body and surrounding community (teachers, non- teaching staff, students, alumni and employers) by filling in questionnaires made for this purpose. This report was initially submitted to a team of external assessors appointed by ADISPOR. After analyzing it and at a second stage, that team would visit the school and proceed to carry out semi-structured interviews with representatives of all bodies, as recommended in the guidelines, available from ADISPOR.

The Institution (School) had the right to debate on the final evaluation report prepared by the external evaluation team, both reports being posted on the ADISPOR website. Internally, the debate was also encouraged by our own services and extended to the whole school community. From 2000 to 2005 19 courses71 were evaluated. These evaluations which essentially focused on the taught courses, died out in 2006, as according to Order No. 484/2006 of 9 January, "it is imperative that our entire higher education system, public and private, university and polytechnic, is internationally evaluated in an independent, transparent and demanding way”.

The legal framework governing higher education institutions provides that the quality evaluation by the services in question is made by assessing several parameters, which focus on the input and outputs produced and which will translate into an assessment of the level of accomplishment of the institution‟s mission.

The principles of quality assurance require: that it is compulsory and periodical; that there is a shared intervention by teachers, students and external parties; the existence of an external evaluation system; internationalization; the participation of those bodies assessed in the process of external evaluation and the appeals of decisions. In return, the results produced justify the decisions about the accreditation of establishments and their courses of study. The legal framework was complemented by the creation of the Agency for Assessment and Accreditation of Quality in Higher Education (Agência de Avaliação e Acreditação da Qualidade no Ensino Superior) - Decree No. 369/2007, of 5 November.

In this new context, the IPBeja intends to implement a model of quality management, according to two main principles: (a) the "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (emanated from the European Association for Quality Assurance in Higher Education (ENQA), Bergen, 2005) and (b) the ISO 9001 – 2008 requirements. Through the first principle, we seek to apply to the entire Institute, the guidelines which derive from this document; and through the second, to take advantage of internationally recognized standards as the main methodology of support towards the new organizational structure, as a result of statutory changes. The guarantee system and proposed quality management also seek to cover and articulate two complementary dimensions: assessment and accreditation.

70 Law No 38/2007, 16 August 2007. 71 Annex 37 – Courses evaluated by ADISPOR.

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In brief, the "Standards and Guidelines for Quality Assurance in the European Higher Education Area” are organized into three chapters, relating respectively to internal quality assurance, external quality assurance and quality assurance of higher education agencies. With regard to internal quality assurance, seven standards are set out that can be broken down systematically into three different groups of concerns: (i) the institutionalization of internal evaluation; (ii) the assessment procedures; and (iii) processing the information.

It should also be noted that the evaluation should intervene at three levels: 1) Institutional, on a global vision of the Institute, 2) Organizational, or at the level of the various integrating entities of the Institute, such as: Courses, Departments, Services; and at an individual or employee level.

Note that the institutionalization of the internal assessment is evident in the new Statutes in the creation of the Assessment and Quality Assurance Council as a regulatory and strategic planning entity for Institutional Quality and the establishment of the Office of Quality Assurance and Evaluation of Procedures as an operational structure. The Assessment and Quality Assurance Council (whose members took office on 12 June 2009) is formed by, in addition to the presidency of the Institute, the Directors of its Organizational Units, the head of the Office of Quality Assurance and Evaluation of Procedures, the representative of the non-teaching staff, two representatives of the student body and four external stakeholders with recognized competence in the areas of teaching at the IPBeja. Among its responsibilities, besides coordinating the entire process of self-evaluation of the Institute‟s performance and that of its Organizational Units, are the development of a multi-annual plan of the services to be assessed, analysis of the results of the evaluations and the presentation of proposals of remedial action deemed necessary. Two meetings have been carried out so far. In the first, the Institution‟s regulations were approved and the multi-annual plan of activities for the four years (2009-2013) was also submitted and approved; at the second meeting, the proposal of this external evaluation report (EUA) was analysed and also the evaluation reports of the undergraduate courses taught at the Institute.

At an institutional level, we defined as the main strategies the compilation and dissemination, both internally and to the community, of a characterization of the Institute and the long-term evolution of the work carried out so far. This approach leads not only to external dissemination, but also to the strengthening of the Institution‟s monitoring component as a whole, by promoting reflection on the results obtained.

Furthermore, the suitability of courses to tie in with the Bologna principles led to increased efforts to characterize and develop competencies, which act as a structuring module of the courses and a link between these and the modules. In this context, the Monitoring Commission of the Implementation of the Bologna Process was formed, whose main concern has been the identification of the primary teaching models adopted by the Institute, raising awareness towards active methodologies (not breaking radically from the past) as well as monitoring it by producing an annual monitoring report to be published annually on the Internet.

Still at an institutional level, it must be emphasized that a Strategic Plan for the Institute is being prepared by the Planning and Strategic Development Services]. Its reference in this context does not come from its development, but from the pragmatic nature that we intended to be included in the plan. This would be done by defining measurements or specific and measurable indicators which could monitor and, consequently, strategically assess the institution.

In the organizational plan (i.e. the various structures of the Institute), the main focus was given to the Courses and the Services. In relation to the courses, the internal system of management and quality assurance adopted is developed in several stages. Each semester, reports of quantitative course data are made available by the Office of Quality Assurance and Evaluation of Procedures to the courses‟ Scientific, Technical and Educational Committee (chaired by their coordinators). These reports will form the basis of a final report to be completed by the end of

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December of each calendar year. The report will also include a quantitative data analysis, obtained through questionnaires about students‟ and teachers‟ opinions of and/or satisfaction by the Course and the Modules. This quantitative analysis will be complemented by a qualitative analysis resulting from the collection of data from panel interviews by teachers and students, in order to identify the multi-causal factors leading to each result.

In addition to this information, feedback obtained from alumni students and employers will be added, about the adequacy of training received with regard to the reality of the labour market. After a reflective analysis has been completed, based on the results obtained, the committee will finalise the report, presenting the proposals for remedial action to be taken and send it to the Technical-Scientific Council, the Pedagogical Council, the Assessment and Quality Assurance Council and the General Council so that each is aware of the feedback, reflects on it and acts within their powers, as per the stipulations in Article 68 of the current Statutes of the Institute. This process began in the academic year 2009/2010.

Each module has an explanatory guide, which is prepared at the beginning of each semester and is passed on to students at the start of teaching. The guide contains in a clear and concise way, all the necessary information for the student about the program, assessment periods and assessment weight towards the final grade, whether or not attendance is compulsory, practical work to be carried out, etc. As a direct result of the implementation of the Statutes, an internal reorganization united all of the Services, allowing the same principles to be used (PDCA cycle), albeit based on a standard (ISO - 9001), in order to standardize the practices previously employed by each of the services, whilst simultaneously clarifying the Institute‟s functional procedures. Thus, the following documents have been prepared: Procedural Manuals for Human Resources and the Procurement Office; Application Procedures for Over 23 Year Olds and Admissions by Transfer; the Procedural Manual of the Projects Office has also been approved. Procedural Manuals for Student Services and the Finance Office are also at an early stage of approval. The main purpose of this methodology is to enhance the organizational quality of the Institution and it is intended (within 3 years) for external quality certification to be obtained in respect of its services and in recognition of the work carried out so far.

Lastly, as regards lecturers (i) and non-teaching staff (ii), there are two distinct situations: (i) Regarding teachers, the methodology used stems directly from the guidelines issued by CCISP72, on 17 November 2009. In essence, the evaluation is annual, based on three aspects (scientific, pedagogical and organizational) and the methodology consists of the following: (1) Lecturers compile information about the work they have produced throughout the year and it is then sent to a Committee appointed for that purpose; (2) The Commission, based on the information received and any other information that they have requested, assigns a grade and records the information in a chart. (ii) For the non-teaching staff, the methodology is in line with the current legislation for public bodies – SIADAP73 – consisting essentially of the following: (1) At the start of the year, individual targets for each employee are defined and contractually agreed upon; (2) By carrying out regular meetings, it is the assessor's responsibility to analyse and discuss if these targets have been met and, where necessary, to change them; (3) The assessor, based on predefined criteria, records the information in a chard and forwards it to the Institute‟s Assessment Committee for validation.

6. SECTION IV – STRATEGIC MANAGEMENT AND CAPACITY OF CHANGE

Under the proposal from the EUA and also as part of the process of developing the Strategic Plan of the IPBeja, we proceeded to reflect, as a group, on the external and internal environment of the Institute. The adopted methodology was based on a matrix which took into

72 ) Coordinating Council for Higher Education Polytechnic Institutes (Conselho Coordenador dos Institutos Superiores Politécnicos). 73 Law No 66-B/2007, 28 December, establishes the Integrated Management and Assessment System in Public Administration‟s Performance (Sistema Integrado de Gestão e Avaliação do Desempenho na Administração Pública).

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consideration the policy documents previously cited74 and sought to highlight its threats, opportunities (external environment), weaknesses and strengths (internal environment) that contribute to defining the vision and strategic management to be taken into the future (SWOT). This assessment was carried out around the points that make up the matrix, having been held in several stages involving different working groups and using a methodology agreed by the Assessment and Quality Assurance Council and the Planning and Strategic Development Services.

The final SWOT matrix resulted from the incorporation of contributions submitted by various parties, which were subsequently evaluated by a team of external assessors (under the Strategic Plan) and, finally, checked and approved by the Steering Committee. In terms of the internal environment, the main strengths and weaknesses that characterize the Institution were identified, and were organized according to various categories. As regards the external environment, which aims to identify the main opportunities and threats posed to the Institution, we considered 5 dimensions (political and legal, economic, socio-cultural, technological and environmental). This analysis is important allowing the influence of the environment (Territory, Alentejo Region) to be understood and signs of change that may represent opportunities and threats to be identified.

SWOT WEAKNESSES CATEGORIES - Perceived as a School and not an Institute. Institutional Culture - Level of scientific work produced by teaching staff; Human Resources - Number of doctorates in certain scientific fields; - Foreign languages skills of several teachers. - Lack of a monitoring system and structures to support employability; Students - Support and promotion of projects developed by students; - Cultural and scientific preparation for students. - Insufficient autonomy of service coordinators; Internal Organization - Poor internal communication and coordination between services; - Operation of some services (the result of the statutory changes); - Access to the data characterizing the IPBeja; - Difficulty adjusting to the new organizational structure. - Excessive personnel expenses in the Institution‟s budget. Finance

- Liaison with the region‟s businesses; Relationship with - Scarce internationalization and dissemination of R&D activities. External Environment - Diminished dissemination of activities and projects developed; Image & - Communication by the IPBeja with the target-market and stakeholders and its Communication image as perceived by them. -Few working/study areas for students; Resources - Lack of laboratory, computer and another equipment relating to Agricultural Investigation.

STRENGTHS CATEGORIES - Versatility and experience of the teaching staff; Human - Human Resources with a high commitment to the Institution. Resources - Employability of graduates (2nd place among the tertiary level educational institutions; Students graduates with higher levels of employability); - Involvement of students in various bodies of institutional management; - Academic enthusiasm of the Students; - Relationship between teachers and students. - Internal Restructuring due to the new Statutes, allowing a greater rationalization of Internal

74 Methodological framework (SWOT) by Planning and Strategic Developing Services and Assessment and Quality Assurande Council.

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human resources and resources of the IPBeja. Organization - Administrative, financial and patrimonial autonomy of the IPBeja. Finance

- Course availability to meet the needs of the Region with a strong vocational Relationship component; with External - Provision of services to the community through the modules of R&D in each Environment Organizational Unit and in the Vasco da Gama Centre; - Projects in partnership with Higher and Non-Higher Educational Institutions and Non- Superior, National and International, Central and Local Administration and other Entities.

OPPORTUNITIES DIMENSION - Improvement of educational and professional qualifications of the community; Socio-cultural - Development of sustainable tourism associated to nature, culture and traditions. - Profitability of learning profiles and creation of e-learning and b-learning areas associated to giving response to distance learning opportunities; - Increasing needs for lifelong learning; - Strengthening institutional cooperation partnerships, nationally and internationally; - Training Needs for human resources from PALOP. - Strengthening of areas related to alternative energy; Technological - Relevant investments in environmental infrastructure (photovoltaic, dams); - Innovation associated with irrigation; - Public and private investments in aeronautics and in the bio/agro-food industry. - Funds provided by the QREN; Economical - Strategic positioning of the IPBeja in the communication channels Lisbon-Madrid, Lisbon-Algarve, Centre-Algarve; - Socio-economic impact of planned investments relating to the Port of Sines, Beja Airport, Multi Purpose Business Development of Alqueva and reorganization of health services of ULSBA [Unidade Local de Saúde do Baixo Alentejo – Local Health Unit of the Baixo Alentejo]; - Reorganization of the potential of customer services, consulting and creating new business opportunities. - New national laws governing Higher Education in Portugal (RJIES and the Teaching Political-legal Career Statutes).

THREATS DIMENSION - Worsening of public funding retraction; Political-legal - Budgetary limitations; - Road route incomplete and deficient network of public transport. - Increased risk of poverty and social exclusion; Socio-cultural - Demographic regression of population especially at level of young people; - Low rate of population with higher education and high illiteracy rate; - Aging population and depopulation in rural areas and in the interior regions of the country; - Social Image of the Higher Education Polytechnics. - Productive Dimension of the Alentejo; Economical - Competition from foreign markets in agro-foodstuffs; - Difficulty of the regeneration of businesses; - Weakness of regional economies; - Poor distribution networks of regional products; - Business and labour market; - High levels of unemployment. - Soil erosion and desertification and climate changes. Environmental - Reduced allocation of resource for R&D; Technological - Poor coordination between higher education and the business community; - Low contribution of research projects for the innovation of production businesses. Sources: INE, Regional PROT Diagnosis (2007), the PRIA - Regional Plan for Innovation in the Alentejo (2005), Study of the Predictable Impacts of the Multi Purpose Business Development of Alqueva in the Human Resources Setup of the Alentejo (2009) (Estudo dos Impactos Previsíveis do Projecto de Fins Múltiplos do Alqueva na Configuração dos Recursos Humanos do Alentejo), Action Programme for the Candidature to the Presidency of the Polytechnic Institute of Beja, 2008 (Programa de Acção da Candidatura à Presidência do Instituto Politécnico de Beja, Final Report: Prospective Assessment of the Strategic Development Plan of the Polytechnic Institute of Beja, 2008 (Relatório Final: Avaliação Prospectiva do Plano Estratégico de Desenvolvimento do Instituto Politécnico de Beja).

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7. SECTION V – THE DYNAMICS OF R&D AND TECHNOLOGICAL POTENTIAL

It should be noted that research is currently recognized as one of the key strategies for the development and sustainability of the Institute, and is considered by its presidency to be a priority. The President stated that "... research and innovation are key elements in building and consolidating the identity of the Polytechnic Institute when facing the challenges of competitiveness, globalization, internationalization and the society of knowledge"75. As there is no research policy of the Institute as yet that reflects the new statutory reality, where management will be applied into the 4 Organizational Units at a financial, scientific and strategic level, the Planning Services and Strategic Development was commissioned by the Presidency. In April 2009, we began to facilitate the strengthening of the process defining guidelines for Scientific Research and Development, for the period 2009-2013.

Concomitantly, as a result of a strong desire to value the Institute‟s and the Region‟s technological development process, the IPBeja took over as co-signatory of the sponsor consortium of the Park of Science and Technology of the Alentejo – PCTA – to be implemented in Beja, Évora, Portalegre and Santarém until 2013.

Under the Incentive Schemes available in the Eixo 1 do IN Alentejo – QREN – to support the implementation of the Parks of Science and Technology and the Business and Development of Scientific and Technological Infrastructure Incubators, a joint bid was submitted with the University of Évora, the Polytechnic Institute of Santarém, the Polytechnic Institute of Portalegre, the Municipalities of Beja, Évora, Portalegre, Santarém, Portalegre and Nisa and Elvas and institutions belonging to the scientific and technological system located in the Region NUTS II. The application has as its primary goal the implementation of a multipolar PCTA, assuming the IPBeja as a promoter of the Beja Cluster, in partnership with Beja City Council, the COTR (Operational Centre of Irrigation Technology), the LNEG (National Laboratory of Energy and Geology), the Technology Park of Moura, NERB/AEBAL CEBAL, among other entities that will participate in future.

The anticipated activities for the Beja Cluster and more specifically, for the Polytechnic Institute of Beja, include the following Centres76: A. Centre for Agriculture, Food Technology and Environment (Centro de Agricultura, Tecnologia Alimentar e AmbientaI), in partnership with COTR, EDIA, ACOS, Beja City Council, NERBE/AEBAL and IEFP with emphasis on activities of experimentation, demonstration and services in the areas of fruit and vegetable production, irrigation, seed analysis and vegetable raw materials, Food Science and Technology and Environmental Technologies. This Centre should provide a framework for regional development, taking on the strategic role of agriculture and support for the transformation process, in light of any environmental requirements. Its location in Beja will allow it to: Strengthen the capacity of the infrastructure of existing R&D in a region with little tradition in the promotion of industries based on high technology; Develop scientific research in order to value all the potential for irrigated agriculture and agro-industry deriving from the Multi Purpose Business Development of Alqueva; Increase the productive efficiency of agriculture and farming industries, particularly integrated in agro-silvopastoral systems and multifunctional forestry; Closely, rapidly and economically support businesses in the region, in relation to their needs for R&D, certification, quality and safety; Promote preservation, value and environmental monitoring, as well as the sustainable use of resources.

B. Centre of Computer Systems and Multimedia Creativity (Centro de Sistemas Computacionais e Criatividade Multimédia – CeSCriM) - which in partnership with other city

75 Carioca, 2007:12. 76 IPBeja – Research and Development (R&D): its evolution and strategic and operational objectives, Beja, 2009 (IPBeja – Investigação e Desenvolvimento (I&D): estado de arte e objectivos estratégicos e operacionais, Beja, 2009).

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council from the Beja District, cultural promoters, companies in the hospitality & catering sectors, travel agencies, businesses that promote leisure activities and adventure, local commerce, producers and local artisans, local development associations, public authorities, schools and social support organizations, EDIA (Business Development and Infrastructures of Alqueva), ATEVA - Technical Association of Viticulture of the Alentejo], REGI - Planning and Regional Development, RESIALENTAJO E.I.M., SinesTecnopolo, among others, propose to do the following: Contribute through the development of products and services in the area of computer engineering, ubiquitous computing, interactive systems and content and multimedia platforms, for the improvement of the technological and competitive potential of businesses; Develop innovative technology solutions for the benefit of the development of strategic points of the national economy: tourism, agriculture, accessibility, heritage, etc.; Design, test and implement information technology to various areas of society to benefit the quality of living of its population, particularly in terms of services and processes managed by public services, or by interactive systems for the benefit of people with special needs; Develop technology-based products and multimedia support, enhance and promote heritage and cultural events; Contribute to the increase of mediatized contents in Portuguese, particularly in its technological adaptation to multi-platforms.

The operational units of the Centre of Computer Systems and Multimedia Creativity will be: 1. The Laboratory of Arts and Multimedia Communication (Laboratório de Artes e comunicação Multimédia – Lab-ACM); 2. The Laboratory of Territorial Animation (Laboratório de Animação Territorial – Lab-AT); 3. The Laboratory of Networks and Ubiquitous Computing (Laboratório de Redes e Computação Ubíqua – Lab-UbiNet); 4. The Laboratory of Information Systems and Interactivity (Laboratório de Sistemas de Informação e Interactividade – Lab-SII);

C. Impact of the Laboratories for Research in Sport and Health & Sport (Laboratórios de Investigação no Desporto e de Saúde e Desporto), in the IPBeja, under the coordination of the Polytechnic Institute of Santarém.

For the establishment of the Beja Cluster of the PCTA, it is planned that support structures for the Cluster will be created, in particular, a bar, cafeteria, auditorium and presentation rooms, Front Office for the PCTA and an area to support the creation of new technology-based companies. The Beja Cluster, with a total proposed investment value of € 12,553,883.31, of which € 6,882,271.25 are for the IPBeja (on the basis of an average rate of QREN co-financing of 53.1%), we estimate that it will be in full swing from 2012. Thus, the potential resources and stimuli within the Region will be reinforced in the areas of interactivity with and between businesses, education, research, development and testing of new products and services, as well as encouraging the technology-based entrepreneurship.

To meet one of the Institute‟s obligations, specifically to ensure that the necessary resources are available for the coherent publication of results generated by the work of teachers, researchers and students and of communications presented at meetings and events carried out at the Institute, a programme structuring produced by the Presidency has been created: the IPBeja Editorial. It is intended to be a permanent editorial paper, focusing on the Institute‟s reformation, innovation and providing up-to-date information about the progress of the Institute.

With a view to its sustainability and being fully aware of its weaknesses, this Institute intends to position itself for the future, by becoming more competitive, mainly by contributing to the qualification of teachers and teaching and ensuring changes in scientific production carried out at the Institute. Our intention is for the dynamics of research to be centred not only on individual goals for teachers to obtain a degree, but also for projects and research networks that involve students of several cycles to be promoted, encouraging the creation of partnerships in various areas of knowledge and allowing the effective transfer of knowledge from the IPBeja to the

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community. The ultimate goal it to highlight and focus on areas of knowledge where research has already been carried out, sometimes on an individual and ad-hoc basis, in many cases without synergies having been created between teachers, offices and departments, as is necessary for their continuation; this work must, therefore, be profitable. Moreover, we envisage from this dynamic that the cycle of innovation will develop (innovation practices, knowledge, expertise, and training proposals) to contribute to a more competitive positioning of our graduates in the labour market and also to contribute to the consolidation of the economic and social role of the IPBeja. We foresee the organization of these strategic changes, so that the IPBeja can be considered as an institution of reference amongst educational and scientific communities, such as: Bologna, Ibero-American, PALOP and other national research networks.

8. FINAL CONSIDERATIONS

Considering what has been presented so far, it is necessary to emphasize the constraints to the action and organization of this Institute produced by the new Statutes and the current legal framework for Higher Education. Past practices need to be reconsidered and altered according to these new factors of change, in favor of rationalization of resources, efficiency, effectiveness and institutional quality. The needs and demands for differentiation, for a better and more significant educational offer are a commitment that must be assumed by the whole IPBeja community. Improved qualifications of both faculty and staff will be critical to this endeavor. On the other hand, the R&D units and centers should be encouraged to design and develop projects that act as attractive and innovative work platforms, for teachers and students, linking, at the same time, the institution and the community.

We are currently undergoing a period of transition and are fully aware of the positive outcomes that can emerge from this context, as well as the limitations, uncertainties and risks and the adjustments that are required in order to minimize them. The delineation and support for new forms of action and coordination of all the institutional activities will be strengthened and clarified with the Strategic Development Plan for 2010-2013. We also believe that the Evaluation Program, in particular the EUA‟s and others that are currently being implemented, will help to strengthen the management process and will identify more clearly the priorities for the future action by the IPBeja. In this way, the IPBeja can strive to attain a culture of assured quality.

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