Portuguese Higher Education Institutions Research Articles

The Use of Gamification for Learning SCRUM: Findings from a Case Study with Information Systems Students

Gamification has emerged in higher education as an innovative approach that engages and stimulates student participation and active learning, through the integration of game elements in the learning experience. This study presents a case study in the field of Information Systems, based on the use of gamification, through the use of Lego bricks, to learn SCRUM. The participants in the study include 12 first-year students, enrolled in the curricular unit of Information Systems, in the academic year of 2022/2023, at a Portuguese Higher Education Institution. The objective of the study is to analyze student’s understanding of the SCRUM approach, in regard to: (1) how students understand the different roles of SCRUM and the objective of each ceremony; and (2) how students understand the structure of the SCRUM framework. Findings from the study show that students who engaged in the gamified learning environment demonstrated higher comprehension of SCRUM roles, scoring significantly better on assessments compared to their non-participating peers. In general, students felt that the gamification experience achieved its objectives. Future work aims to bring the game closer to the reality of the software development process, making it more aligned with the lego4scrum methodology approach.

Mechanisms for facilitating academic entrepreneurship in higher education

PurposeThe commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.Design/methodology/approachOur research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.FindingsThe results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.Research limitations/implicationsThe study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.Practical implicationsObserved factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.Social implicationsthe engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.Originality/valuePoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

Depression and Anxiety of Portuguese University Students: A Cross-Sectional Study about Prevalence and Associated Factors

Background. The mental health of university students has worsened over time, and it is young people who have suffered the most from the COVID-19 pandemic in terms of mental health. Anxiety and depression are the most common symptoms reported by university students and are often the cause of disabilities, either in academic performance or in other spheres of life. Aim. The aim of this study was to both assess the prevalence of depressive and anxiety symptoms in Portuguese university students and analyze the factors associated with these symptoms. Methods. A quantitative cross-sectional study with a sample of 3,399 university students from seven Portuguese higher education institutions was conducted. The following questionnaires were used: the generalized anxiety disorder assessment scale (GAD-7), the patient health questionnaire (PHQ-9), and a study-created sociodemographic questionnaire. The Kendall correlation coefficient, chi-square test of independence, Spearman correlation coefficient, Shapiro-Wilk test, Mann–Whitney-Wilcoxon test, and Kruskall-Wallis test were used to analyze the association between variables. The statistical analysis was done using the software R Statistics (Version 4.0.4), using a significance level of 0.05. Results. Mild to severe anxiety symptoms were reported by 75% of the participants, and 61.2% described mild to severe depressive symptoms. Of the sample, 19.5% reported a previous diagnosis of a mental disorder, with 38.7% diagnosed after the pandemic began. Additionally, 23% reported taking medication for mental health issues, and 26.7% had considered self-harm or harbored thoughts of being “better off dead.” The study found lower anxiety and depressive symptoms (p<0.05) among men, students with higher socioeconomic status, those who frequently traveled home, individuals without prior mental health diagnoses, those with better academic performance, and those who avoided substances like coffee, tobacco, cannabis, and other illegal psychoactive substances. Interestingly, students in romantic relationships exhibited more anxiety symptoms (p<0.05). Moreover, participants who believed they had experienced moral or sexual harassment displayed higher levels of anxiety and depressive symptoms (p<0.001). Conclusions. There was a decrease in the mental health of university students after the pandemic compared to prepandemic studies, and the proportion of students with anxiety and depressive symptoms was alarming. There is an urgent need to implement programs in universities to promote students’ mental health.

(Dis)connection between Multiculturalism, Higher Education and Health: Experiences of International Students in Portugal during the Covid-19 Pandemic

Multiculturalism may point to the idea of ‘cohesion in diversity’, but if differentiated institutional policies and practices do not accompany it, it may contribute to promoting or deepening inequalities between different groups/cultures. Given the increase in students’ international mobility, multicultural awareness in Higher Education Institutions (HEIs) must be considered. Based on this idea, this article aims to answer: (i) what were the main health problems (physical and mental) that international students (IS) in Portugal experienced during the COVID-19 pandemic; and (ii) how they perceived their health rights in Portugal. To this end, we used data from an online survey, which was made available to all IS enrolled in a Portuguese HEI between April and May 2020, and from 22 online interviews conducted between September 2020 and January 2021 with some of these students. The results showed that the pandemic impacted the mental health of IS; fear, anxiety and stress were some of the symptoms experienced. Portuguese public health services have been perceived as untrustworthy by IS, and some students’ experience reinforces the untrustworthiness. The research shows the (dis)connection between multiculturalism, health, and HEIs. While HEIs promote multiculturalism, they have failed to provide answers in the field of health that take into account the specificities of their different student groups.

Sustainable development in Portuguese higher education institutions from the faculty perspective

Higher education institutions play a fundamental role and have great responsibility in promoting sustainability and achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating sustainability since they are responsible for promoting competences and preparing citizens to respond with solutions to future challenges. The aim of this research is to analyse the perceptions of sustainability held by teachers at Portuguese public higher education institutions. A descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 444 teachers from different Portuguese public higher education institutions (54.1% women and 45.9% men). The results show that while most teachers believe higher education institutions promote the integration of sustainability in their activities, only 16% consider that sustainable development is holistically integrated in the institutions' different activities. About 30% of the teachers report that they largely or extensively integrate sustainable development in their curricular units, but only 20% of them state that higher education institutions provide regular or systematic training in SD. Teachers prefer to increase students' sustainable development education through conferences, seminars, or research projects. Almost 90% of teachers are concerned about climate change or the environment, but only 40% or less engage in sustainable development-related activities. Four clusters are also identified, representing teachers' different perceptions of the higher education institutions' promotion of sustainability, teachers' participation in sustainable development issues and concerns about climate change. Although teachers feel that sustainability is starting to be integrated in higher education institutions, this is not done holistically; moreover, differences are found between teachers in polytechnics and universities and between different scientific areas.

Digital open educational resources: teachers’ perceptions of the pedagogical implications

ABSTRACT The educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional classroom teaching to Online Remote Teaching and Learning (ORTL). While pre-pandemic studies state that teachers were willing to change, post-pandemic studies still show that teachers have a basic or medium level of digital competencies, still feeling insecure about how to effectively and efficiently use digital tools in their educational practices. The study presented here is being conducted at a Portuguese Higher Education Institution, to students of a master’s degree in Digital Education Resources, after they were trained in the development and implementation of digital Open Educational Resources (OER). This paper presents preliminary findings concerning teachers’ perceptions about the pedagogical implications of using OER after having received specific training on how to prepare, adapt, create, and implement them. This study methodology consisted of the application of questionnaires, at the end of the unit on Digital Educational Resources. The results are preliminary, concerning the first implementation of the questionnaires. Our goal is to consistently apply them, to gain a better understanding of the knowledge gained over the course, and positive and negative implications on their pedagogical experience.

Using an Escape Room activity to Enhance the Motivation of Undergraduate Life Science Students in Mathematics Classes - A Case Study

Mathematics is one of the school subjects where demotivation, dislike and failure are frequent concerns. To address this, it is important to actively engage students in the classroom and employ resources that make math classes more appealing and captivating, leading to meaningful learning experiences.
 Active, cooperative, and participative learning methods should be prioritized over traditional didactic teaching and the mere transmission of knowledge. Active learning methods offer alternative approaches to the conventional lecture format, actively involving students in the learning process. The concept of an escape room, a gaming experience where participants must solve challenges to escape from a locked room, has gained popularity in educational contexts. The educational escape room is an extension of this concept, aiming to promote real-time problem-solving, teamwork, and discovery of clues and mysteries to facilitate active learning. By engaging in various tasks within a room, students work together in teams, fostering an active learning environment. The educational escape room offers several benefits, including the enhancement of problem-solving skills, student performance, and motivation. By incorporating gamification strategies into teaching and learning processes, this approach proves to be an effective way of promoting active learning in mathematics.
 In this paper, we present a case study that explores the use of an educational escape room with first-year undergraduate students from a Portuguese higher education institution, with the goal of improving their mathematical problem-solving skills. The study aims to evaluate how escape rooms can contribute to increased student motivation.
 To assess the perception of students regarding this escape room methodology, a quantitative survey was conducted. The findings indicate that using the escape room as an educational approach effectively increased student interest and improved learning outcomes in mathematics.

Professional experience before a PhD. Does it pay off?

The number of PhD graduates has been increasing yearly, but the job opportunities in Academia remain the same. This pattern will intensify the pressure on PhD students to look for other possible careers. Past work experiences, due to their developmental potential, occupy a prominent place in the career development paradigm. However, more is needed to know about the professional path of PhD students before they entered the PhD. This study aimed to explore PhD students’ previous professional experience, focusing on the extent to which previous experiences determine students’ perception and development of career expectations. A quantitative research approach was followed among 377 PhD students at a Portuguese Higher Education Institution (HEI). Results show that regardless of their previous work experiences, PhD students value career options related to research, preferably within Academia. However, in terms of career development, students who have diverse work experiences reported feeling more prepared to put into practice actions to prepare their career than students with professional experience in Academia or no professional experience. This study confirms that PhD students’ previous work experiences pay off by making a difference in the feeling of preparedness for career development, whereas in terms of student’s future career expectations after the PhD, it did not allow for a definite answer, as it seems that all professional groups prefer similar research-oriented paths. Intervention must be done simultaneously on an individual and contextual level, allowing students to have experiences during the PhD and promoting the reflection on these experiences so students may feel more prepared to develop their future careers. For companies, intervention should focus on showing the PhDs’ added value and also the potential of incorporating the R&D dimensions within their jobs. Failing to do so may contribute to enhancing the employability challenges faced by the growing number of PhD holders.

Determinants of online-reporting on sustainable development goals: the case of Portuguese Higher Education Institutions

PurposeSome studies investigate the determinants of sustainability/integrated reporting in Higher Education Institutions (HEIs). However, empirical research is still very embryonic in the scope of sustainable development goals (SDGs). As far as the authors are aware, previous research related to reporting in HEIs has not considered the linkage with the SDGs. Thus, this paper aims to analyse the disclosure on the websites of the Portuguese HEIs regarding the SDGs and their determinant factors.Design/methodology/approachThis study is based on content analysis of the information disclosed on the websites of all Portuguese HEIs. Through bivariate and multivariate statistics analysis, the authors also aim to identify the explanatory factors for the SDGs reporting (such as geographical location – coast/inland, HEIs’ size, educational system – Universities and polytechnics, institutional status – public and private).FindingsThe results indicate that 63.6% of Portuguese HEIs disclose information on SDGs in their websites. Findings of bivariate analysis revealed that public and larger HEIs are those that disclose more information about SDG on their websites. However, the logit regression result found that size is the only determinant factor of SDGs reporting.Originality/valueTo the best of the authors’ knowledge, this paper is the first Portuguese approach to SDGs reporting in the Portuguese higher education sector. The results will be of interest to policymakers and regulators who decide to implement and standardize SDGs reporting at higher education, as well as of HEIs’ managers who wish to follow these new trends in their reporting cycle.

A 5 pillars approach to the sustainable development goals performance and reporting in Portuguese higher education institutions. Proposal for an applied framework

PurposeThe implementation and reporting of the sustainable development goals (SDGs) is one of the emerging challenges for higher education institutions (HEIs), but the lack of well-defined reporting structures and topics for this sector makes it difficult to map and evaluate HEI performance in relation to 2030 Agenda. This study aims to assess the SDG performance and reporting by the 13 HEIs that integrate the Times Higher Education Impact Ranking (THE_IR), from the perspective of the five pillars of the 2030 Agenda in the Portuguese context, where research on this topic is quite scarce.Design/methodology/approachConsidering the THE_IR methodology, an SDG reporting assessment framework with 85 key topics has been developed to search for in the institutional reports of the 13 studied HEIs. For each topic, depending on the number of institutions that disclose it, a reporting index (RI) has been calculated, which was used to compare the level of reporting between the different SDGs and pillars.FindingsConcerning HEIs’ SDG performance in the THE_IR, the People pillar was the one with the most HEIs ranked, followed by the Prosperity pillar. The Planet pillar was less highlighted. SDG reporting varied widely among Portuguese HEIs. The SDG RI presented a mean value of 43.1%. The Kruskal–Wallis test revealed that the RI for the Planet pillar (RI = 23.6%) was statistically and significantly lower than those for the People and Prosperity pillars (RI = 48.6% and 53.5%, respectively). The results thus demonstrated some conformity of the SDG reporting with Portuguese HEI performance in THE_IR. Aside from Goal 5, the SDGs 4 and 3 stood out in the first four positions of the HEIs in the THE_IR. Goals 3 and 4 were also the most disclosed in institutional reports.Originality/valueThis study proposed and applied a new SDG reporting assessment framework for HEIs, contributing to better evaluation of the inclusion of important SDG-related topics in their institutional reports.

Dealing with Diverse Cultures and Needs: How Have Higher Education Institutions in Portugal Responded to COVID-19?

This article seeks to provide a comprehensive analysis of the strategies implemented by Portuguese higher education institutions in addressing cultural diversity and meeting the demands of international students, particularly in the context of the COVID-19 pandemic outbreak. In methodological terms, this is a qualitative study in which more than 40 in-depth interviews were conducted with degree mobility students from Brazil, Portuguese-speaking African Countries, China and Syria, who were already in Portugal when the pandemic was declared in the country in March 2020. Through the lens of multiculturalism, which understands that higher education should be inclusive and equal for all, we found that higher education institutions in Portugal did not provide adequate support to its international student body at a time of so many challenges and uncertainties. Our data indicate that higher education institutions in Portugal need to make more efforts towards fostering a diverse and inclusive environment, whilst taking into account the complex needs of international students.

The Role of Higher Education Institutions (HEI) in Academic Spin-off Creation: A Cooperation Perspective

AbstractCooperation between Higher Education Institutions and Enterprises (HEI-E-C) is extremely relevant in regional economic development. Therefore, this study aims to understand the role of HEI in academic spin-off creation. To achieve this objective, we adopted the qualitative approach (case study method) and focused on a cooperation relation involving a Portuguese HEI and two academic spin-offs. For data collecting, several interviews with key informants and direct observation were used. Content analysis of the interviews with founders of these academic spin-offs and lecturers teaching the curricular unit of entrepreneurship in the HEI studied, the results identified some essential aspects to understand this type of cooperation (HEI-E): (1) the role of academic entrepreneurship and its importance in the growth of spin-offs for regional economic growth, (2) the influence of academic entrepreneurs’ characteristics in the process of creating a spin-off, and (3) academic motivations to create spin-offs and the benefits of cooperation with HEIs. This study also presents implications for theory and educational and business practice.

Career flexibility and its relation to time perspective: a study with college students in the Portuguese context.

The volatility of the labor market resulting from globalization, rapid technology changes, economic competition, and the impact of events such as the Covid-2019 Pandemic, demand from vocational psychology a more refined understanding of the processes individuals face while dealing with those new challenges and opportunities, especially in uncertain contexts. Theories such as Planned Happenstance address constructs such as career flexibility, an essential skill to recognize, create and use chance events as career opportunities. Furthermore, when fortuitous events and uncertain contexts are considered for career development, it becomes relevant to understand how subjective time perspective evolves, that is how the life events and career goals are projected, accessed, valued, and organized. Given this context, the objectives of the present study are to adapt and validate a Portuguese version of the Career Flexibility Inventory and to explore the possible relationships between career flexibility, time perspective, and variables inherent to the educational context. The Portuguese version of the Career Flexibility Inventory, the Time Perspective Inventory and a sociodemographic form were answered by 1,380 students from Portuguese higher education institutions. The results indicated that the Portuguese version of the CFI has an adequate three-factor structure with good reliability indices. Some limitations regarding psychometric validity show the importance of further research to improve the measure. However, the findings contribute to theoretically and operationally deepening discussions on the multidimensionality of Career Flexibility. The results regarding the relationships between time perspective and career flexibility seem to be in line with the theoretical indicators of the variables and support the formulated hypotheses, specifically, that future orientation presents a positive correlation with active adaptation; a negative correlation with wavering, and wavering presents a positive correlation with the negative future orientation. The results partially support the hypothesis of differences on time perspective and career flexibility among students with different academic grade averages and from diverse scientific areas of study. Finally, the study advances a theoretical reflection on the different nature of career flexibility dimensions and contributes to broadening and promoting theoretical and operational discussions on the relationships between time perspective and career flexibility, which are still incipient.

Facility manager perspectives on building condition assessment for Portuguese higher education institutions

ABSTRACT This study aims to provide an overview of the building condition assessment at the facility management stage in higher education buildings in Portugal. A questionnaire survey containing 188 questions was developed and was responded to by experts in the facility management departments of 19 higher education institutions (HEIs) in Portugal. The data analysis, using analytic hierarchy process, showed the difficulties related to the process of facility management and building condition assessment and the experts’ preferences in building condition assessment and facility management in Portuguese HEIs. Four building condition assessment parameters were also evaluated. Although not representative of all HEIs in Portugal, the findings indicate that there needs to be a significant change in the management of the HEI building stock with the support of new digital technologies and the prioritization of preventive actions. This unique view of facility management in Portugal provides useful pointers for facility managers working in HEI in other (European) countries and has relevance to other building typologies.

Distance Learning of Financial Accounting: Mature Undergraduate Students’ Perceptions

This research sought to explore self-reported satisfaction levels of mature students enrolled in the virtual financial accounting course of the first online-only bachelor’s degree in Portugal. While doing so, it attempted to generate understanding of which factors may affect undergraduate mature students’ engagement—herein measured in terms of overall satisfaction—with online learning, particularly, of financial accounting. Thereby, this research addresses several research gaps. First, unlike most recent empirical research, it provides evidence from a post-pandemic period, in 2022. Second, responding to calls for further education research in different contexts, Portugal poses a highly relevant, unexplored research setting since it was only in 2019 that the Portuguese government approved a legal regime to frame distance education at Higher Education Institutions (HEIs). Third, this research focuses on the overlooked, and yet growing, population of adult mature students. The research evidence emerges from 32 valid responses to a structured electronic questionnaire circulated to students at the end of a financial accounting module (in July 2022). Satisfaction rates from students’ own perspectives were derived in terms of (i) overall satisfaction, (ii) learning outcomes, (iii) e-learning process, and (iv) pedagogical practices adopted. The assessment of satisfaction levels was determined through Likert-type items with responses ranging from a minimum score of 1 to the highest score of 5. Data gathered were subject to quantitative analysis: descriptive statistics, Pearson correlations, statistical tests, principal component analysis, and linear regression. High levels of satisfaction with distance education were uncovered. We found that pedagogical practices constitute the dimension that contributed the least (though, still importantly) to overall satisfaction as compared with learning outcomes and e-learning process. The results of this research offer the potential to contribute to the implementation of training offerings of online courses at other Portuguese HEIs as well as abroad.

Factors affecting social entrepreneurial intentions in a Portuguese higher education institution

Purpose This study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students. Design/methodology/approach A panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing. Findings The findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student’s profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors. Originality/value To the best of the authors’ knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.

Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education

Research studies worldwide have focused on higher education dropout, persistence, and success. Given the profound changes in higher education that have taken place in recent decades, higher education institutions need to compete for students by attracting, retaining, and, ultimately, graduating them. Thus, higher education institutions increasingly offer actions that aim to foster student success. While a smooth and supported process of student transition from secondary to tertiary education is one of the key variables in higher education student retention and paramount for preventing student dropout, the student’s overall experience in higher education plays a pivotal role in their performance and success. This paper focuses specifically on higher education students’ academic and social involvement, notably through their engagement in extracurricular activities and decision-making processes, which are perceived as critical mechanisms in their persistence in higher education. The study used a qualitative approach with the analysis of four Portuguese higher education institutions. Data were collected through in-depth interviews with students and institutional leaders, complemented with document analysis, and explored through content analysis. The results reveal that, from the wide range of opportunities for involvement offered to students by the higher education institution, activities of an academic nature are the most sought after by students to complement their educational experience. However, students perceive involvement in extracurricular activities in general as critical, both to their overall education and preparation for the labor market and to an easier integration into the institutional environment. Hence, student involvement in cultural or recreational activities, alongside their involvement in institutional decision-making bodies and associative movements, is a privileged way of complementing students’ academic training and is perceived by them as important in their overall education, both as professionals and as individuals.

Biomedical and health informatics teaching in Portugal: Current status

BackgroundThe domain of Biomedical and Health Informatics (BMHI) lies in the intersection of multiple disciplines, making it difficult to define and, consequently, characterise the workforce, training needs and requirements in this domain. Nevertheless, to the best of our knowledge, there isn’t any aggregated information about the higher education programmes in BMHI currently being delivered in Portugal, and which knowledge, skills, and competencies these programmes aim to develop. AimOur aim is to map BMHI teaching in Portugal. More specifically, our objective is to identify and characterise the: a.) programmes delivering relevant BMHI teaching; b.) geographical distribution and chronological evolution of such programmes; and c.) credit distribution and weight. MethodsWe conducted a descriptive, cross-sectional study to systematically identify all programmes currently delivering any core BMHI modules in Portugal. Our population included all graduate-level programmes being delivered in the 2021/2022 academic year in any Portuguese higher education institution. ResultsWe identified 23 programmes delivering relevant teaching in BMHI in Portugal. Of these, eight (35%) were classified as dedicated educational programmes in BMHI, mostly delivered in polytechnic institutes at a master’s level (5; 63%) and located preferentially in the northern part of the country (7). Currently, there are four programmes with potential for accreditation but still requiring some workload increase in certain areas in order to be eligible.

Bibliometric Analysis and Benchmarking of Life Cycle Assessment of Higher Education Institutions

Higher Education Institutions (HEI), such as Universities and Institutes worldwide, are making efforts and setting goals to assess and minimise their environmental impacts, and to become more sustainable. Life Cycle Assessment (LCA) has been considered a powerful approach to deal with environmental impacts of products and services. Thus, in this paper, a bibliometric analysis was carried out to benchmark the sustainability of HEI in terms of key areas, impacts, and barriers. Results indicate that, although some HEI are concerned with sustainability, LCA has not been systematically adopted in their assessments, and the main focus is on the calculation of carbon emissions. The lack of available internal information and managing commitment are the main barriers to adopting LCA in HEI. In the few cases where LCA was considered, it was observed that differences in scopes, functional units, intensities, and data reliability hamper comparisons, and lead to biased conclusions. In the end of the paper, the results of some Portuguese HEI are provided and discussed, showing the need for a better understanding of environmental assessment results.

A Multidimensional Model of Analysis of Students’ Global Experience in Higher Education

In the current higher education context, higher education institutions need, more than ever before, to compete for students, attracting, retaining and, ultimately, graduating them. To this end, actions are increasingly developed, and conditions are created to promote student success. The literature demonstrates that there is a strong link between the students’ experience and success. However, students’ experience cannot be controlled by the higher education institution, given the existence of previous subjective experiences that students bring when they enroll in higher education, which act as filters of their current experiences. The central goal of this study is to unveil the factors that students perceive as influencers on their global experience in higher education, which are reflected in their path, performance and success. The methodology used is qualitative, with in-depth interviews with students and institutional leaders from four Portuguese higher education institutions, complemented with documentary analysis. The results reveal that individual and organizational factors, alongside the students’ global experience, clearly influence their definition of a successful higher education student. Students build their representations of success based on the multiplicity and complexity of their experiences in higher education, affected by the features of the higher education institution and mediated by their personal history and life project.