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Cabral, Ana Paula; Huet, Isabel (2014)
Publisher: International Forum of Researchers in Education (IFORE)
Languages: English
Types: Article
Subjects: LB
This paper presents a case study of a Portuguese research centre, demonstrating the barriers to developing a quality culture. Two main barriers are identified: (i) need for meta-governance at institutional level to develop strategies dissociated from governments’ objectives and goals and central administration level and (ii) lack of a sound internal quality culture based on the engagement and cohesion across the community. Four possible strategies for overcoming these barriers are discussed: (i) collecting information, experiences and good practices; (ii) designing contextualized research monitoring/ assessment tools (Institutional Research Assessment Matrix); (iii) promoting the creation of internal shared quality perspectives (Research Quality Workshop and Research Quality Questionnaire); ivproviding support. We worked on the intersection between the European policy (research assessment guidelines and frameworks) and the national/institutional research assessment experiences and practicesaiming to assist research managers in their strategic planning initiatives.
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    • Rosa, M. J., Cardoso, S., Dias, D. & Amaral, A. (2011) The EUA Institutional Evaluation Programme: an account of institutional best practices. Quality in Higher Education 17, 3, 369-386.
    • Sarrico C.S., Veiga A, & Amaral, A. (2013) The longroad - howevolvinginstitutionalgovernancemechanisms are changing the face of quality in Portuguese highereducation.Educational Assessment, Evaluation and Accountability 25, 4, 375-391.
    • Wingrove, D. (2012) Giving Voice to the Academe: Rich food for thoughtin the quest for quality research. Tertiary Education and Management 18, 2, 131-15.
    • Wooding, S. & Grant, J. (2003) Assessing Research: The Researchers' View (volumes I and II). Higher Education Funding Council - England, Bristol.
    • Yorke, M. (2000) Developing a quality culture in higher education. Tertiary Education and Management 6, 1, 19-36.
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