葡萄牙高等教育中的管理主义和民主治理：评估法律框架的影响

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2024-01-05 DOI:10.1057/s41307-023-00334-z

João Mineiro

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摘要

本文通过分析 2007 至 2022 年葡萄牙高等教育机构法律框架的影响，探讨了管理主义对高等教育民主的影响。从有关代表权和选举参与的数据中得出的结论揭示了民主治理的缺陷。值得注意的是，总理事会缺乏合法性，教学和研究界的代表性不足。因此，选举代表性和劳动权利方面的差异对那些面临不稳定和工作无保障的人造成了极大的影响。法律无法加强问责制、透明度和参与度，这凸显了促进公立高等教育机构民主治理的迫切性。通过阐明《法律框架》的影响，本研究强调了评估和加强高等教育民主治理的重要任务，以造福于学术界和整个社会。

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Managerialism and Democratic Governance in Portuguese Higher Education: Assessing the Impact of the Legal Framework

This paper explores the impact of managerialism on democracy in Higher Education by analyzing the implications of the Legal Framework of Higher Education Institutions in Portugal from 2007 to 2022. The findings, drawn from data on representation and electoral participation, reveal deficiencies in democratic governance. Notably, General Councils lacking legitimacy, and there is insufficient representation within the teaching and research community. Consequently, the disparities in electoral representation and labor rights disproportionately affect those facing precarity and job insecurity. The law's inability to strengthen accountability, transparency, and participation underscores the urgent need to promote democratic governance within public higher education institutions. By shedding light on the impacts of the Legal Framework, this research emphasizes the crucial task of evaluating and enhancing democratic governance in higher education for the benefit of the academic community and society at large.

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.